![A small number of persons exposed to excessive doses of lead
absorption through the lungs develop mental symptoms, such as
acute encephalitis, without any prodromal stage. The prognosis in
such cases is always exceedingly grave.
Sudden generalized forms of paralysis are not common in the
early stages, but are invariably of grave import. A few cases of
paresis, particularly those of the peroneal type, and affecting the
lower limbs, become progressive, and eventually develop into a
condition resembling progressive muscular atrophy with spinal cord
degeneration.
The prognosis of simple colic in women is about as good as for
males, but if an attack of abortion is associated with lead poisoning,
eclampsia often supervenes and permanent mental derangement
may follow. In the dementia associated with lead poisoning the
prognosis is not so grave as in other forms of dementia, especially
alcoholic, but depression is an unfavourable symptom. The mania of
lead poisoning is not so noisy as that of alcoholic mania, but where
there is suspicion of alcoholic as well as lead poisoning the
prognosis is exceedingly grave.
As a rule the prognosis of cases of lead poisoning occurring in
industrial conditions is more favourable when colic is a marked
feature than when it is absent, and there is no doubt that the
prognosis in cases of industrial lead poisoning at the present time is
more favourable than it was before the introduction of exhaust
ventilation and general medical supervision—a fact no doubt to be
explained by the relative decrease in the amount of lead absorbed.
REFERENCES.
[1] Goadby, K. W.: Journ. of Hygiene, vol. ix., 1909.
[2] Hunter, John: Observations of Diseases of the Army in Jamaica.
London, 1788.
[3] Drissole and Tanquerel: Meillère’s Le Saturnisme, p. 164.
[4] Hoffmann: Journ. de Méd., October, 1750.
[5] Weill and Duplant: Gazette des Hôpitaux, lxxix., 796, 1902.
[6] Briquet: Bull. Thérap., Août, 1857.
[7] Peyrow: Thèse de Paris, 1891.](https://image.slidesharecdn.com/6410-250225194750-701a5fca/85/Systems-Analysis-and-Design-10th-Edition-Harry-J-Rosenblatt-48-320.jpg)
![[8] Stevens: Bulletin of Bureau of Labour, U.S.A., No. 95, p. 138, 1911.
[9] Zinn: Berl. Klin. Woch., Nr. 50, 1899.
[10] Serafini: Le Morgagni, No. 11, 1884.](https://image.slidesharecdn.com/6410-250225194750-701a5fca/85/Systems-Analysis-and-Design-10th-Edition-Harry-J-Rosenblatt-49-320.jpg)
![Amount of Lead Fume and Dust in the Atmosphere
Breathed.
CHAPTER XII
PREVENTIVE MEASURES AGAINST LEAD
POISONING
—Lead fuses at 325° C. and boils at between 1450° and 1,600° C. It
is volatile when heated to a cherry-red colour—about 550° C.
Experiments[A] carried out in the laboratory of a lead smelting
works in London to determine the temperature at which leady fumes
rise from the surface of open baths of molten lead, showed that
unless pure lead is heated to about 500° C., and at the same time
stirred, no appreciable fume comes off, and that from lead, at the
same temperature, under ordinary working conditions, little or no
lead in the form of oxide passes into the air. From lead that has been
unrefined or which contains zinc—that is, lead in the earlier stages of
its manufacture (in the reverberatory furnace)—leady fume was not
given off at temperatures less than 760° C. even when stirred,
because at a temperature of 600° C. the surface of the molten metal
became covered with fluid slag, which will not allow any oxide to be
given off. Impurities such as tin or antimony prevent the oxidation of
molten lead at lower temperatures, and give it a bright, shiny colour.
When heated to about 600° C., these impurities form a slag on the
surface of the lead containing antimoniates and stannates of lead,
which do not evolve lead fumes unless heated to temperatures never
likely to be reached in open lead pots. The reason why molten
refined lead can give off lead fume more readily than those named is
because the oxide formed on the surface is a dry powder and not in
the form of slag. Hence, when the bath is stirred, some of the dry
oxide is broken up and may rise into the air. When a bath of molten
lead is not stirred at all, it can be heated to over 740° C. without](https://image.slidesharecdn.com/6410-250225194750-701a5fca/85/Systems-Analysis-and-Design-10th-Edition-Harry-J-Rosenblatt-50-320.jpg)
![finding oxide in the air aspirated—a temperature not obtained under
ordinary working conditions.
[A] In these experiments air was aspirated through an iron funnel having an
area of 113 square inches (12 inches diameter), placed at a height of 1¹⁄₂
inches above the molten metal, and connected to an iron tube 3 feet in
length and ¹⁄₂ inch in diameter. Inside the iron tube was a glass tube, one
end reaching own to the top of the funnel and the other connected with a
tube containing pure loose asbestos wool, and continued down to a tightly
stoppered bottle holding dilute sulphuric acid. Another glass tube connected
this bottle with an aspirator. The asbestos tube was weighed before and
after each test, and the asbestos then treated with nitric acid, and the lead
determined volumetrically. In none of the tests made was lead found in the
bottle containing sulphuric acid.
Were there nothing else to consider but escape of lead fume from
a pot or bath of molten metal, obviously hooding over of the bath and
removal of the fume from the atmosphere of the workroom would be
unnecessary until this temperature was reached. Usually, however,
the bath is kept standing exposed to the air, and the oxide which
forms on the surface has to be skimmed off periodically, and
whenever the ladle is emptied a small cloud of dust arises. Or at
times, in certain processes, chemical interaction takes place in the
bath, as in the dipping of hollow-ware articles previously cleaned in
hydrochloric acid, with evolution of fume of volatile chloride of lead.
Any vessel, therefore, of molten metallic lead in which skimming is
necessary, or in which chemical action gives rise to fume, requires a
hood and exhaust shaft, even although the temperature is little, if at
all, above the melting-point—unless, indeed, a separate exhaust can
be arranged for the removal of the dust immediately above the point
where the skimmings are deposited.
Of many samples of dust collected in workrooms where there are
baths of molten lead, it is impossible to say definitely how much of
the lead present is due to fume, and how much to dust. Thus, a
person tempering the tangs of files was attacked by plumbism, and a
sample of dust collected from an electric pendent directly over the
pot, at a height of 4 feet from the ground, was found to contain 15·6
per cent. of metallic lead. Similarly, a sample taken above a bath for
tempering railway springs contained 48·1 per cent. metallic lead[1].](https://image.slidesharecdn.com/6410-250225194750-701a5fca/85/Systems-Analysis-and-Design-10th-Edition-Harry-J-Rosenblatt-51-320.jpg)
![And, again, a sample collected from the top of the magazine of a
linotype machine contained 8·18 per cent. Such analyses point to
the necessity of enclosing, as far as possible, the sources of danger
—either the fume or the dust, or both. Determination of the melting-
point of the molten mass will often help in deciding whether there is
risk of fume from the pot, and, if there is not (as in the sample of dust
from the linotype machine referred to), will direct attention to the
sources of dust in the room. Proceeding on these lines, S. R.
Bennett[2], using a thermo-electric pyrometer which had been
previously standardized and its rate of error ascertained, and
checking the results in some cases by a mercury-in-glass
thermometer (the bulb of which was protected by metal tubing),
determined the temperature of the various pots and baths of molten
lead used in the Sheffield district. As was anticipated, temporary
cessation of work, stirring up of metal, recoking of furnaces, and
other causes, produced fluctuations of temperatures from minute to
minute in the same pot, and in its different parts. The compensated
pyrometer used gave for file-hardening pots a maximum of 850° C.,
and a minimum of 760° C., the average mean working temperature
being about 800° C. The variations of temperature of lead used for
tempering tangs of files and rasps was found to be high, and largely
unrestricted from a practical standpoint. The maximum was 735° C.,
and the minimum 520° C., the average mean working temperature
being 650° to 700° C., varying more than this within a few hours in
the same pot. Spring tempering is carried out at some comparatively
constant temperature between a maximum of nearly 600° C. and a
minimum of 410° C., depending on the kind of steel and the purpose
for which the steel is to be employed. Generally, the temperature
required rises as the percentage of carbon in the steel is diminished.
As these baths are larger than file-hardening pots, the temperature
range is higher at the bottom than at the top unless well stirred up.
Some lead pots are set in one side of a flue, and the temperature in
the mass is then greater on the furnace side. From further
observation of these pots during experiments, he was inclined to
believe that the lead did not volatilize directly into the atmosphere, as
heated water does, but that the particles of coke, fused oil, etc.,](https://image.slidesharecdn.com/6410-250225194750-701a5fca/85/Systems-Analysis-and-Design-10th-Edition-Harry-J-Rosenblatt-52-320.jpg)
![thrown much light on the amount of lead fume present in the air of a
tinning workshop, and the amount of lead dust in the air during
certain pottery processes, and the process of sand-papering after
painting. Incidentally, also, they help to determine the minimal daily
dose of lead which will set up chronic lead poisoning[3]. Aspirating
the air at about the level of the worker’s mouth for varying periods of
time, he determined the amount of lead in the fume, or in the dust,
per 10 cubic metres of air, and from knowledge of the time during
which inhalation took place he calculated the approximate quantity
inhaled per worker daily. We have summarized some of his
conclusions in the table on pp. 204, 205:
Duckering’s experiments as to the presence of fumes containing
compounds of lead in the atmosphere breathed were carried out in a
workshop for the tinning of iron hollow-ware with a mixture consisting
of half lead and half tin. The process of manufacture and the main
sources of lead contamination in the air (knowledge arrived at from
these experiments) are explained on p. 59. As the result of
laboratory experiments designed to show the effect of the violent
escape of vapour produced below the surface of molten metal in
causing contamination of the air, and the nature of the contaminating
substances, he was able to conclude that the chemical action of the
materials (acid and flux) used, and subsequent vaporization of the
products of this action, was a much more important factor than the
mechanical action of escaping vapour. Subsequently, experiments
carried out on factory premises gave the results which are expressed
in the table as to the relative danger, from lead, to (a) a tinner using
an open bath; (b) a tinner working at a bath provided with a hood
and exhaust by means of a furnace flue; and (c) the nature and
extent of air contamination caused by the operation of wiping excess
of metal (while still in a molten state) from the tinned article. In all
three experiments aspiration of air was made slowly: it was
maintained at the rate of 3 to 4 cubic feet an hour in the first
experiment for between seven and eight hours; in the second for
twenty-eight to twenty-nine hours; and in the third for twenty-four to
twenty-five hours. The person engaged in tinning at the open bath
was shown to be exposed to much more danger than one working at
a hooded bath, while the wiper was exposed to even more danger](https://image.slidesharecdn.com/6410-250225194750-701a5fca/85/Systems-Analysis-and-Design-10th-Edition-Harry-J-Rosenblatt-54-320.jpg)
![sides and back closed in, leaving as small a space open in front as is
practicable in view of necessary skimming or other operations.
In the case of tinning baths, Duckering[4] describes completely
successful results when from the top of the hood a shaft at least 24
inches in diameter was carried vertically upwards into the open air to
a height of 18 feet, and the top of the shaft fitted with a wind screen
in the form of a very large cone, having its lower edge below the
upper edge of the shaft, and its nearest point at least 8 inches from
the top of the shaft. Smoke produced in large quantity at any point 6
inches outside the front of the hood was entirely drawn into it. As,
however, the inrush of air caused an eddy of the fumes at the upper
edge of the opening, the edges of the hood were turned inwards, so
that the operation of wiping was done in a sort of short tunnel. In
general, it may be said that the diameter of pipes leading from hoods
to the outer air (on the efficacy of the draught in which success
depends) is much too small. Frequently mere increase in size will
convert an indifferent draught into a good one. The height of the
hood also—i.e., the distance between its lower border and the point
where it joints the duct—is of importance. The shorter this distance
is, the less serviceable does it become for the removal of fume.
Indeed, it may even retain the fume which, were the hood not
present, would rise to the roof. Sometimes safety is increased by
making the hood double, leaving a space between the two sheets,
and so concentrating the draught at the centre and at the margin.
With a fan, ducts of less diameter can be used than when
dependence is placed on heat alone. A duct carried into a chimney-
stack has the advantage of dispersing the fume at a safe distance
from the workroom.
The variableness of the draught produced by heat makes it
unsuitable for removal of dust, except such as arises from skimming.
The receptacle for the skimmings should always be kept inside the
canopy of the hood. We have, however, seen the dust given off in
the heading of yarn dyed with chromate of lead successfully carried
away under hoods connected up by branch ducts with the main
chimney-stack.](https://image.slidesharecdn.com/6410-250225194750-701a5fca/85/Systems-Analysis-and-Design-10th-Edition-Harry-J-Rosenblatt-63-320.jpg)
![to the number of blades—from two to eight—and general manner in
which they are arranged. Some closely resemble the screw-propeller
of a ship, while others have blades turned over and fastened on an
outer rim. Their main defect is inability to overcome any but slight
resistance in the course of suction behind, as from constriction in, or
friction along the sides of, the ducts and right-angled bends, or of
outflow in front, as from wind-pressure. Under favourable conditions,
however, and when carefully fitted, a volume fan will exhaust dust
and fumes through a system of ducts several feet in length, as, for
example, from mono and linotype machines and electro melting-pots
in letterpress printing works. But, in order to avoid resistance from
friction, the ducts have to be somewhat larger in diameter than when
a centrifugal fan is used. With nine[A] linotype machines connected
up to a 14-inch propeller fan, the branch ducts should be about 4
inches in diameter, and the main duct 12 inches, increasing from 12
to 15 inches within 2 feet of the fan-box. The shorter and straighter
the course of the duct to the propeller fan, the more efficiently it
works. Wind-guards are necessary to overcome resistance from this
source in front, but their position requires to be carefully considered,
so as to prevent the screen itself crippling the outflow.
[A] If gratings are also inserted in the same duct for general ventilation the
number of machines must be decreased pro ratâ.
All fans require frequent cleaning, and in this respect propeller
fans have the advantage over centrifugal, in that they are usually
more accessible.](https://image.slidesharecdn.com/6410-250225194750-701a5fca/85/Systems-Analysis-and-Design-10th-Edition-Harry-J-Rosenblatt-65-320.jpg)
Systems Analysis and Design 10th Edition Harry J. Rosenblatt
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- 5. Systems Analysis and Design 10th Edition Harry J. Rosenblatt Digital Instant Download Author(s): Harry J. Rosenblatt ISBN(s): 9781285171340, 1285171349 Edition: 10 File Details: PDF, 112.00 MB Year: 2013 Language: english
- 7. BRIEF CONTENTS PHASE I : SYSTEMS PLANNING Chapter I Introduction to Systems Analysis and Design Chapter 2 Analyzing the Business Case Chapter 3 Managing Systems Projects PHASE 2: SYSTEMSANALYSIS Chapter 4 Requirements Modeling Chapter 5 Data and Process Modeling Chapter 6 Object Modeling Chapter 7 Development Strategies PHASE 3: SYSTEMS DESIGN Chapter 8 User Interface Design Chapter 9 Data Design Chapter I0 System Architecture PHASE 4: SYSTEMS IMPLEMENTATION Chapter I I Managing Systems Implementation PHASE 5: SYSTEMS SUPPORT AND SECURITY Chapter 12 Managing Systems Support and Security THE SYSTEMSANALYST'STOOLKIT Toolkit Part A Communication Tools Toolkit Part B CASE Tools Toolkit Part C Financial Analysis Tools Toolkit Part D Internet Resource Tools Glossary/Index I 2 48 88 129 130 178 224 258 297 298 346 404 447 448 503 504 561 562 582 600 620 649 Cql~Ti~ 20U C<~ ~ AllRi~ Jt~'fd, Ml~· WI bee~ 0(&111(<,1. ~ d11p~.inwholoIll'i3 fWl.- ~ wtl~nx:i,Vr.s.Wtt(' tir.lpv!)>OC'!II«II m.orbeWll'fU1«1 £ rvm e:,eelk-o.lk~ t01r('4«(t.), &lic.,rialnvkw hMook(tll(l.l lh;,t ·n~· w~ IX'!II«<C Otoe$n1'1 .-n,.n~· llt'!«ttllt q.-util l~"ttin& e•pcno:!>,Jf,(:(Oft(: L<-=c re.e. ..,~ the :i~10~~l!<.kliD(IO'I.-1OC'!II«<Cll WI)' d~«~-1 $11bo(qunr;n,;;.fO!riW«~, m;uiro._ 97812851713·~0_FM.Incld 3 iii HIS/13 3m PM I
- 8. iv TABLE OF CONTENTS PHASE I: SYSTEMS PLANNING 'Chapter I Introduction to Systems Analysis and Design Objectives Int roduction Preview Case: MountainView College Bookstore Video Learning Sessions:Welcome and Introduction What Is InformationTechnology? Welcome to the 2 1st Century: The IT joumey Continues S ystems Analysisand Design What Does a SystemsAnalyst Do~ Case in l'l>int 1.1: Cloud Nine Financial Advisors Information System Components Hardware S oftware Data PI'OCcss.es People Business in t he 21st Century The Internet Model B2C (Business-to-CofSumcr) B28 (Business-to-Business) What's Next? Modeling Business O perations Business Profiles Business Processes Business Information Systems Enterprise Computing Transaction PI"OCcssing Business Support Knowledge Management User Productivity Systems lntcgntion What Information Do Users Need? Top Managers Middle Managers and KnowledgeWorirers Supervisors and T eam l eaders Operational E mployees Systems DevelopmentTools Modeling Prototyping Computer.Aided S ystems Engineering (CASE) Tools Systems Development Methods Structured Analysis Object-Oriented Analysis Agile Methods Other Development Methods The Informat ionTechnology Department Application Development Case in l'l>int 1.2: Global Hotels and Momma's Motels Systems Support and Security User Support DatabaseAdministration 2 2 3 4 4 4 s 6 6 6 7 7 7 8 8 9 ~ ~ 10 10 13 13 13 14 IS IS 16 16 17 17 18 18 18 I~ I~ 19 I~ 20 20 21 22 24 25 26 27 27 28 28 28 28 Networic Admlnistration Web S upport Quality Assurance (QA) Case in l'l>int 1.3: What Should Lisa Do? The Systems Analyst Role Knowledge,Skills,and Education Certification Career Opportunities Case in l'l>int 1.4: Just-in-TimeAirfreight, Inc. A Question of Et hics Chapter Summary KeyTerms Chapter Exercises ApplyYour Knowledge Case Studies Chapter Case: Hudson KayakAdventures Continuing Case: Personal Trajncr , lnc. Capstone Case: New Ccnwry Wellncss Group CASETooiWorkshop MIS CourseMate Features Chapter 2 Analyzing the Business Case Objectives Introduction Preview Case: MountainView College Bookstore A Framework for IT Systems Development S trategic. Planning Overview What Is SVI/OT Analysis? Case in l'l>int 2.1: Lo Carb Meals S trategic. Planning for IT Projects A New Role for the IT Department Case in l'l>int 2.2: AttawayAirlines, Part One What Is a Business Case? Information Systems Projects Main Reasons for S ystems Projects Case in l'l>int 2.3: Trent College FactorsThatAffect S ystems Pro;ects Internal Factors External Fac.tors Evaluation of Systems Requests S ystems Request Forms S ystems Review Committee Overview of Feasibility Operational Feasibility Technical Feasibility Video Leaming Session: PaybackAnalysis Ec.onomic Feasibility S c.hedule Feasibility Evaluat ing Feasibility Setting Priorities FactorsThatAffect Priority Discretionary and Nondiscretionary Projcc.ts 28 2~ 2~ 29 29 2~ 30 31 31 32 33 33 36 37 38 40 40 41 42 44 45 48 48 49 50 50 51 52 52 54 54 54 55 55 56 56 57 58 59 5~ 60 6 1 62 62 63 63 64 64 64 64 65 Cql~Ti~ 20U C<~ ~ AllRi~ Jt~'fd, Ml~· WI bee~ 0(&111(<,1. ~ d11p~.inwholoIll'i3 fWl.- ~ wtl~nx:i,Vr.s.Wtt(' tir.lpv!)>OC'!II«II m.orboWll'fU1«1 £ rvm e:,eelk-o.lk~ t01r('4«(t.), &lic.,rialnvkw hMook(tll(l.l lh;,t ·n~· w~ IX'!II«<C Otoe$n1'1 .-n,.n~· llt'!«ttllt q.-util l~"ttin& e•pcno:!>,Jf,(:(Oft(: L<-=c re.e. ..,~ the :i~10~~l!<.kliD(IO'I.-1OC'!II«<C ll WI)' d~«~-1 $11bo(qunr;n,;;.fO!riW«~, m;uiro._ 1116/13 3m PM I
- 9. Table of Contents Case in Point 2.4: AttawayAirlines, PartTwo 65 Preliminary Investigation Overview 66 Interaction with Managers and Users 66 Planning the Preliminary Investigation 66 Step I:Understand the Problem or Opportunity 66 S tep 2: Define the Projcc.t S copeand Constraints 67 Step 3: Perform Fact-Finding 68 Step 4: M alyzc Project Usability, Cost. Benefit,and Schedule Data 73 Step 5: Evaluate FeasibiUcy 73 Step 6: Present Result sand Recommendations to Management 74 A Question of Ethics 75 C hapter Summary 75 ~Th~s 76 C hapter Exercises ApplyYour Knowledge Case St udies Chapter case: Town ofEden Bay ContinuingCase: P ersonal Trainer, Inc.. Capstone Case: New CenturyWcllncss Group CASETool Workshop MIS CourseMate Features Chapter 3 Managing Systems Projects Objectives 77 78 80 80 82 83 84 85 88 Introduction 88 Preview Case: MountainView College Bookstore 89 Overview of Project Management 90 What Shapes a Project~ 90 W hat Is a ProjectT riangle~ 90 W hat Docs a Project Manager Do! 91 Step I: Create a Work Breakdown Structure 92 W hat Is a Gantt Chart~ 92 Video Learning Session:Work Breakdown Structures 92 What Is a PERT/CPM Chan:1 ~3 W hichType of Chart Is Better~ 93 IdentifyingTasks in aWork Breakdown Structure 94 Case in Point 3.1: Parallel Services 95 FactorsAffecting Duration 96 Case in Point 3.2: Sunrise Software 97 Displaying the Woric Breakdown Structure 97 Video Learning Session:Task Patterns 98 Step 2: IdentifyTask Patterns 98 W hat Arc Task Patterns? 98 How Do I Usc Task Boxes to Create a Model~ 98 W hat Are the Majn Types of Task Pattems? 99 How Do I IdentifyTask Patterns? 100 How Do I WoricW it h Complex Task Patterns~ I00 Video Learning Session:Critical PathAnalysis I0 I Step 3: Calculate the Critical Path I02 W hat Is a Critical Path~ 102 How Do I calculate the Critical Path? 102 Project Monitoring a nd Control I03 Monitoring and Control Techniques 103 Main{.ajning a S chedule 103 ~~~ng 104 Project Status Meetings I04 Project Status Reports I04 Project Management Examples PERT/CPM Example Project Management Software Case in Point 3.3: Census 20I0 Risk Management Steps in Risk Management Risk Management S oftware Managing for Success Business Issues Budget Issues S chedule Issues Case in Point 3.4: Spring Forward Products The Bottom Line A Question of Et hics Chapter Summary KeyTerms Chapter Exercises ApplyYour Knowledge Case Studies Chapter Case: Town of Eden Bay (P>rt 2) Continuing Case: Personal Trajner. lnc. Capstone Case: New Cenwry Welfne,ss Group CASEToolWorkshop MIS CourseMate Features PHASE 2: SYSTEMS ANALYSIS Chapter 4 Requirements Modeling Objectives Introduction Preview Case: MountainView College Bookstore SystemsAnalysis Phase Overview SystemsAnalysisActivities SystemsAnalysis Skills Team-Based Techniques:}AD, RAD.andAgile Methods JointApplication Development User Involvement JAD Participants and Roles JAD Advantages and Disadvantages Rapid Application Development RAD Phases and Activitie,s RAD Objectives RAD Advantagesand Disadvantages Agile Methods Agile Method Advantages and Disadvantages Case in Point 4.1: North Hills College ModelingTools andTechniques Video Learning Session: Functional Decomposition Diagrams Functional Decomposition Diagrams Business Process Modeling Data Flow Diagrams Unified Modeling Language System Requirements Checklist Output Examples Input Examples Cql~Ti~ 20U C<~ ~ AllRi~ Jt~'fd, Ml~· WI bee~ 0(&111(<,1. ~ d11p~. inwholoIll'i3 fWl.- ~ wtl~nx:i,Vr.s.Wtt(' tir.lpv!)>OC'!II«II m.orbeWll'fU1«1 £ rvm e:,eelk-o.lk~ t01r('4«(t.), &liiQrialnvkw hMook(tll(l.l lh;,t ·n~· w~ IX'!II«<I Otoe$n1'1 .-n,.n~· llt'!«ttllt q.-utJI I~"ttin& e•pcno:!>,Jf,((Oft(: L<-=c re.e. ..,~ the fi~10~~l!<.kliti(IO'I.-1OC'!II«<C ll WI)' d~«~ -1 $11bo(qunr;n,;;.fO!riW«~, m;uiro._ I 97812851713·~0_FM.Incld 5 lOS 105 107 I I I I I I Ill 112 113 113 113 114 I 14 114 I IS l iS I 17 118 I 19 12 1 121 122 123 124 125 130 130 13 1 132 132 133 133 133 IH IH 135 135 136 137 137 137 138 139 139 140 140 140 141 141 143 143 IH v HIS/13 3m PM I
- 10. vi Process Examples Performance Examples Conuol Examples Future Growth, Costs, and Benefits Scalability Total Con of Ownership Fact-Finding Fact-Finding Overview Who,W hat.Where,When, How, and Why? The Zachman Framework Int erviews Step I: Determine the People to Interview Step 2: Establish Objectives for the lntcrYicw Step 3: Develop Interview Questions Step 4: Prepare for the Interview Step 5:Conduct the Interview Step 6: Document the Interview Step 7: Evaluate the Interview Case in Point 4.2: Deep River College Unsuccessful Interviews 144 144 144 145 145 145 146 146 147 148 148 14~ 14~ 14~ ISO I 5I I52 I53 153 I53 Case in Point 4.3: FastPak Overnight Package System 154 Other Fact-FindingTechniques Document Review Observation Ques-tionnairesand Surveys S ampling Research Interviews versus Questionnaires Case in Point 4.4: CyberStuff Documentation The Need for Recordingthe Facts S oftware Tools Information Management Software Preview of Logical Modeling A Question of Ethics C hapter Summary KeyTerms C hapter Exercises ApplyYour Knowledge Case St udies Chapter case: Town of Eden Bay (Part 3) Continuing case: P ersonal Trainer, Inc. Capstone Case: New CenturyWcllncss Group CASEToolWorkshop MIS CourseMate Features Chapter 5 Data and Process Modeling 154 I54 I 54 I56 ISB ISB I 5~ 160 160 160 160 162 164 164 165 166 167 168 170 170 170 1n 173 174 Objectives 178 Introduction 178 Preview Case: Mountain View College Bookstore 179 Overview of Data and Process ModelingTools 180 Data Flow Diagrams 180 Video Learning Session:DFD Symbols and Diagrams 180 DFD Symbols 180 Creating a Set of DFDs Video Learning Session: DFD Context Diagrams Guidelines for Drawing DFDs 186 186 186 Table of Content s Step I: Draw a Context Diagram Video Learning Session: DFD Diagram 0 Step 2: Draw a Diagram 0 OFD Step 3: Draw the lower-l evel Diagrams Case in Point 5.1: BigTen University Data Dictionary Using CASEToolsfor Documentation Documenting the Data Elements Documenting the Data Flows Documenting the Data Stores Documenting the Proc.csses Documenting the Entities Documenting the Records Data Dictionary Reports Process Descript ionTools Modular Design Structured Eoglish Video Learning Session: DecisionTables Decision Tables Case in Point 5.2: Rock Solid Outfitters (Part I) Decision Trees Case in Point 5.3: Rock Solid Outfitters (Part 2) Logical versus Physical Models S equence of Models Four.Model Approach Case in Point 5.4: TipTop Staffing A Question of Ethics Chapter Summary KeyTerms Chapter Exercises ApplyYour Knowledge Case Studies Chapter Case: College Driver Insurance Continuing Case: PersonalTrajner, lnc.. Capnone Case: New CenturyWeUness GI'Oup CASETooiWorkshop MIS CourseMate Features Chapter 6 Object Modeling Objectives Introduction 188 189 I ~ 1 ~2 197 197 1 ~8 1 ~8 200 201 202 203 203 203 204 204 205 206 206 210 2 1 0 210 21 I 2 11 2 11 21 I 212 212 213 214 215 217 2 17 2 17 218 219 220 224 224 Preview Case: Mountain View College Bookstore 225 Overview of Object-Oriented Analysis 226 Video Learning Session: Object-Oriented Concepts andTerms 226 Object-Oriented Terms and Concepts 226 O bjects 227 Attributes 22~ Methods 230 Messages 231 Classes 232 RelationshipsAmong Objects and C lasses 234 Object Relationship Diagram 234 Object Modeling with the Unified Modeling Language 235 Video Learning Session:Object-Oriented Diagrams and Models Usc Case Modeling 235 235 Cql~Ti~ 20U C<~ ~ AllRi~ Jt~..W. Ml~' WI bee~ 0(&111(<,1, ~ d11p~.inwholoIll'i3 fWl.- ~ wtl~nx:i,Vr.s.Wtt(' tir.lpv!)'OC'!II«II m.orboW!'fm1«1 £ rvm e:,eelk-o.lk~ t01r('4«(t.), &lic.,rialnvkw hM>ok(tll(l.l lh;,t ·n~· w~ IX'!II«<C Otoe$n1'1 .-n,.n~· llt'!«ttllt q.-util l~'tlin& e•pcno:!>,Jf, (:(Oft(: L<-=c re.e. "~ the :i~10~~l!<.kliD(IO'I.-1OC'!II«<C ll WI)' d~«~ -1 $11bo(qunr;n,;;.fO!riW«~, m;uiro._ I 97812851713·~0_FM.Incld 6 1116/13 3m PM I
- 11. Table of Contents Case in Point 6.1: Hilltop Motors Usc Case Diagrams Class Diagrams Case in Point 6.2: Train The Trainer, Inc. S equence Di-agrams StateTransition Diagrams Case in Point 6.3: TraveiBiz Activity Diagrams Business Proces:s Modeling CASET ools Organizing t he Object Model Case in Point 6.4: CyberAssociates A Question of Ethics C hapter Summary KeyTerms C hapter Exercises ApplyYour Knowledge Case Studies Chapter case: Campus Bikes ContinuingCase: P ersonal Trainer, Inc. Capstone Case: New CenturyWellncss Group CASETool Workshop MIS CourseMate Features Chapter 7 Development Strategies Objectives 237 237 238 240 240 241 242 242 242 244 244 244 244 245 247 248 249 251 251 251 252 253 254 258 Introduction 258 Preview Case: MountainView College Bookstore 259 Development Strategies Overview 260 The Impact of the Internet 260 Software as a Servkc 260 Traditional vs. Web-Based Systems Development 261 E volvingTrends: Web 2.0 and Cloud Computing 262 Outsourcing 263 The Growth of Outsourcing 263 OutsOurcing Fees 264 OutsOurcing Issues and Concems 26S Offshore OutsOurcing 265 Case in Point 7.I: Turnkey Services 266 In-House Software Development Options 266 Make or Buy Decision 266 Developing Software In-House 268 Purchasing a Software Package 269 CustOmizing a Software Package 270 Creating User Applications 270 The SystemsAnalyst's Role 271 Case in Point 7.2: SterlingAssociates 273 Analyzing Cost and Benefits 273 Video Learning Session: Retum on Investment (ROJ) 274 FinandaJ Analysis Tools 274 Video Learning Session:Net PresentValue (NPV) 274 Cost-Benefit Analysis Checklist 274 The SoftwareAcquisition Process 275 Step I: Evaluate the Information System Requirements 275 Step 2: Identify Potential Vendors or O utsourcing Options 278 Step 3: Evaluate theAftematives 278 Step 4: Per form Cost-BenefttAnalysis Step 5: Prepare a Recommendation Step 6: Implement the Solution Case in Point 7.3: Doug's Sporting Goods Completion of Systems AnalysisTasks System Requirements Document Presentation to Management Transition to Systems Design Preparing for Systems Design Logical and Physical Design Case in Point 7.4: Downtown! A Question of Ethics Chapter Summary KeyTerms Chapter Exercises ApplyYour Knowledge Case Studies Chapter Case: C.mpus Bikes (Part 2) Continuing Case: Personal Trajner. lnc. Capnone Case: New Cenwry Welfncss Group CASEToolWorkshop MIS CourseMate Features PHASE 3: SYSTEMS DESIGN Ch ter 8 User Interface Design Objectives Introduction Preview Case: MountainView College Bookstore Systems Design Phase Overview Will It S ucceed? Chapter Overview What Is a User Interface? Human-Computer Interaction Case in Point 8. 1: Casual Observer Software Seven Habits of Successful Interface Designers Understand the Business Maximize Graphical Effectiveness Think Uke a User Usc Models and Prototypes Focus on Usability Invite Feedback Document Everything A Handbook for User Interface Design RULE I: Create an InterlaceThat Is Easy to l earn and Usc RULE 2: Enhance User Productivity RULE 3: Provide Users wit h Help and Feedback RULE 4: Create an Attractive l ayout and Design RULE 5: Enhance the Interface RULE 6: Focus on Data Entry Screens RULE 7: UscValldation Rules RULE 8: Reduce InputVolume Case in Point 8.2: BooleanToys Source Document and Form Design Printed Output Overview ofReport Design Cql~Ti~ 20U C<~ ~ AllRi~ Jt~'fd, Ml~· WI bee~ 0(&111(<,1. ~ d11p~.inwholoIll'i3 fWl.- ~ wtl~nx:iV!'.s.Wtt(' tir.lpv!)>OC'!II«II m.orboWll'fU1«1 £ rvm e:,eelk-o.lk~ t01r('4«(t.), &liiQrialnvkw hMook(tll(l.l lh;,t ·n~· w~ IX'!II«<I Otoe$n1'1 .-n,.n~· llt'!«ttllt q.-util l~"ttin& e•pcno:!>,Jf, (:(Oft(: L<-=c re.e. ..,~ the fi~10~~l!<.kliD(IO'I.-1OC'!II«<C ll WI)' d~«~ -1 $11bo(qunr;n,;;.fO!riW«~, m;uiro._ I 97812851713·~0_FM.Incld 7 280 281 281 281 28 1 281 282 283 283 283 284 284 284 286 287 288 290 2~0 2~ 1 2~ 1 293 294 298 298 299 300 300 30 1 302 303 305 305 305 305 306 306 306 306 307 307 307 307 308 3 10 3II 3 13 3 16 3 18 319 319 320 321 vii HIS/13 3m PM I
- 12. v iii Types of Reports User Involvement Report Design Principles Case in Point 8.3: Lazy Eddie Case in Point 8.4: Trustworthy Insurance Company Technology Issues Output Technology InputTechnology Security and Cont rol Issues Output Security and Control Input Scc.urity and ContrOl Where Do We Go from Here? Modular Design Prototyping A Question of Ethics Chapter Summary KeyTerms Chapter Exercises ApplyYour Knowledge Case Studies Chapter case: Tools 4 U Continuing case: Personal Trainer, Inc. Continuing case: Pci"Sonal Trainer, Inc. Capstone Case: New CcnturyWcllncss Group CASEToolWorkshop MIS CourseMate Features Chapter 9 Data Design Objectives Int roduction Preview Case: MountainView College Bookst ore Data Design Concept s Data Structures Mario and Danica: A Data Design Example Is Fife Processing S till Important! The Database Environment DBMS Components Interlaces for Users.Database Administrators, and Related Systcnu Data Manipulation language S chema Physical Data Repository Web-Based Data Design Overview Connecting to theWeb Data S ecurity Data Design Terms Dcflnitions Key F;olds Referential Integrity Video Learning Session: Entity-Relationship Diagrams Ent ity-Relationship Diagrams Drawing an E RD Types of Relationships Cardinality 322 322 322 325 325 325 325 328 329 32~ 330 331 331 331 333 333 335 336 337 339 33~ 33~ 340 340 341 342 346 346 347 348 348 348 350 350 351 351 353 353 353 354 354 354 356 356 356 356 35~ 359 360 360 361 362 Table of Content s Case in Point 9.1: TopText Publishing Data Normalization S tandard Notation Format Video Learning Session: First Normal Form First Normal Form Video Leaming Session:Second Normal Form S econd Normal Form Video Leaming Session:Third Normal Form Third Normal Form Two Real-World Examples Example I :Crossroads College Case in Point 9.2: CyberToys Example2: Magic Majntcnance Case in Point 9.3: DotComTools Working with a Relational Database Quenion I Question 2 Question 3 ShouldYou Use Codes? Overview of Codes Typos of Codes Designing Codes Data Storage a nd Access ToolsandTechniques Logical versus Physical Storage Data Coding Data Cont rol Case in Point 9.4: SoccerMom A Question of Et hics Chapter Summary KeyTerms Chapter Exercises ApplyYour Knowledge Case Studies Chapter Case: Scenic Routes Continuing Case: P ersonalTrajner, lnc.. Capstone Case: New Century Wellncss GI'OUp CASEToolWorkshop MIS CourseMate Features Chapter 10 System Architecture Objectives Introduction Preview Case: MountainView College Bookstore Architecture Checklist CorporateOrganization and Culture Enterprise Resource Planning (ERP) Case in Point I0.1 : ABC Systems Initial Cost and TCO S calabUity Web Integration Legacy S ystems Processing Options S ecurity Issues Corporate P ortals 365 365 365 366 366 368 368 370 370 372 3n 377 377 378 379 37~ 380 380 38 1 381 381 383 384 384 387 388 389 390 39 1 39 1 393 394 395 397 3~7 3~7 3~8 399 400 404 404 405 406 406 406 407 407 4~ 4~ 4 1 0 4 1 0 4 1 0 4 11 Cql~Ti~ 20U C<~ ~ AllRi~ Jt~'fd, Ml~· WI bee~ 0(&111(<,1. ~ d11p~. inwholoIll'i3 fWl.- ~ wtl~nx:i,Vr.s.Wtt(' tir.lpv!)>OC'!II«II m.orbeWll'fU1«1 £ rvm e:,eelk-o.lk~ t01lf4«(t.), &licorilllnvkwhMook(tll(l.l lh;,t ·n~· w~ IX'!II«<C Otoe$n1'1 .-n,.n~· llt'!«ttllt q.-utJI I~"ttin& e•pcno:!>,Jf,(:(Oft(: L<-=c re.e...,~ the :i~10~~l!<.kliD(IO'I.-1OC'!II«<C ll W>Yd~«~-1 $11bo(qunr;n,;;.fO!riW«~, m;uiro._ I 97812851713·~0_FM.Incld 8 HIS/13 3m PM I
- 13. Table of Contents SystemArchitecture:Then and Now Mainframe AI"Chitcc.ture lm~ct of the Personal Cotnputer Nccwork Evolution Client/Server Designs Overview The Client'sRole Client/Server Tiers Middlcware Cost-Benefit Issues Performance Issues The Impact of the Internet Cloud Computing Web2.0 E-CommerceArchitecture In-House Solutions Case in point I0.2: Small Potatoes, Inc. Packaged Solutions Sci'Vicc PI'OViders Processing Methods Online Processing Batch Processing: StillWith Us After AllTheseYears Real-World Examples Case in point I0.3: R/WayTrucking Company Network Models The OSI Model NccworkTopology Network Devices ModelingTools Wireless Networks W ireless Network Standards W ireless NetworkTopologies WirelessTrends Case in point I0.4: Spider IT Services Systems Design Completion System Design Specification User Approval Presentations A Question of Ethics C hapter Summary KeyTerms C hapter Exercises ApplyYour Knowledge Case Studies Chapter case: Precision Consulting ContinuingCas.e: Pcr"Sooai Traincr, Inc.. Capstone Case: New CcnturyWcllncss Group CASETool Workshop MIS CourseMate Features PHASE 4: SYSTEMS IMPLEMENTATION 411 411 412 412 413 413 414 414 416 416 416 417 418 4" 419 420 420 421 421 421 422 423 423 424 425 425 425 428 42~ 429 430 430 431 432 432 432 433 434 434 435 437 438 439 441 441 441 442 443 444 Managing Systems Implementation Objectives Introduction 448 448 Preview Case: MountainView College Bookstore Software Q ualityAssurance Software Engineering lntemational Organization for Standardization (ISO) Overview ofApplication Development Review the System Design Application Development Tasks S ystems DevelopmentTools Project Management Video Learning Session: Structure Charts StructuredApplication Development S tructure Charu Cohesion and Coupling Drawinga Svucture Chart Object-Oriented Application Development Characteristics of Ob;ect-Oriented Application Development Implementation ofObiett-Oriented Designs Object-OI'icnted Cohesion and Coupling Agile Application Development An Extreme Programming (XP) Example The Future ofAgile Development Coding Programming Environments Generating Code Unit Testing Case in Point 11.1: Your Hove, lnc. Integration Testing S ystem Testing Case in Point 11.1: WebTest, Inc. Documentation Program Doc.umentation S ystem Documentation Operations Documentation User Documentation ManagementApproval System Installation and Evaluation Operational andTest Environments Training Training Plan Vendor Training Webinars, Podcasts,and Tutorials Outside Training Resoui'Ces TrainingTips lnteracti...eTraining Data Conversion Data Conversion S trategies Data Conversion S ecurity and Controls System Changeover Direct Cutover Parallel Operation Pilot Operation Phased Operation Case in Point 11.3: Global Cooling Post-ImplementationTasks Post-Implementation Evaluation Case in Point 11.4: Yorirtown Industries Final Report to Management A Question of Ethics Chapter Summary KeyTerms Chapter Exercises Cql~Ti~ 20U C<~ ~ AllRi~ Jt~'fd, Ml~· WI bee~ 0(&111(<,1. ~ d11p~. inwholoIll'i3 fWl.- ~ wtl~nx:i,Vr.s.Wtt(' tir.lpv!)>OC'!II«II m.orbeWll'fU1«1 £ rvm e:,eelk-o.lk~ t01r('4«(t.), &lic.,rialnvkwhMook(tll(l.llh;,t ·n~· w~ IX'!II«<C Otoe$n1'1 .-n,.n~· llt'!«ttllt q.-utJI I~"ttin& e•pcno:!>,Jf,(:(Oft(: L<-=c re.e...,~ the :i~10~~l!<.kliti(IO'I.-1OC'!II«<C ll WI)' d~«~ -1 $11bo(qunr;n,;;.fO!riW«~, m;uiro._ 97812851713·~0_FM.Incld 9 449 450 450 451 452 452 453 454 455 456 456 456 457 45~ 461 461 462 462 462 463 465 465 465 466 466 467 467 468 469 469 46~ 470 470 471 474 475 475 476 476 477 478 478 47~ 47~ 484 484 484 484 485 485 486 486 487 487 487 4~9 48~ 490 490 492 493 ix 1116/13 3m PM I
- 14. X ApplyYour Knowledge 494 Case St udies 496 Chapter case: White Diamond Glass 496 Continuing case: P er"Sonai Trainer, Inc. 496 Capstone Case: New CenturyWcllncss Group 497 CASETooiWorkshop 498 MIS CourseMate Features 499 PHASE 5: SYSTEMS SUPPORT AND SECURITY ' Chapter 12 Managing Systems Support and Secunty Object ives Int roduct ion Preview Case: Mountain View College Bookstore Overview User Support UserTraining Service Desks OutsOurcing Issues MaintenanceTasks Col'l"cc.tivc Maintenance Adaptive Maintenance Perfective Maintenance Preventive Maintenance Case in Point 12.1: Outback Outsourcing, Inc. Maintenance Management The MaintenanceTeam Case in Point 12.2: Brightside Insurance, Inc. Maintenance Requests Establishing Prio rities Confl.guration Management Maintenance Releases Version Control Baselines System Performance Management Fault Management Perlorrnance and Workload Measurement Capacity Planning S ystem Maintenance Tools System Securky Overview S ystem S ecurity Concepts Risk Management Anacker Profiles and Attacks Security Levels Physical S ecurity Case in Point 12.3: Outer Banks County Network Security Application S ecurity FileSecurity User Security Procedural S ecurity 504 504 449 506 506 506 506 508 508 50'1 5I I 511 512 512 5 12 512 514 5I5 516 516 517 517 518 5 19 5 1~ 5 1~ 521 523 524 524 524 526 526 527 530 531 535 536 537 540 Table of Content s Case in Point 12.4: Chain Link Consulting, Inc. Backup and Recovery Backup P olicies Business Continuity Issues Fut ure Challenges and Opportunities System O bsolescence Trendsand Predictions S trategic Planning for IT Profes:sionals IT Credentialsand Certification Critical Thinking Skills A Question of Ethics Chapter Summary KeyTerms Chapter Exercises ApplyYour Knowledge Case Studies Chapter Case: Best of the Best! (BoB) Continuing Case: P ersonalTrainer, Inc. Capstone Case: New Century WeiJness Group CASEToolWorkshop MIS CourseMate Features THE SYSTEMS ANALYST'S TOOLKIT Toolkit Part A Communication Tools Object ives Introduction Preview Case: Mountain View College Bookstore Successful Communicat ion Strategies Why,Who,What,Whon,and How Cultural Context KnowYour S ubject W ritten Communicat ions W riting Styleand Readability f .Mail, Memos,and Letter'$ S ocial MediaatWork Netiquette Workgroup Software Reports O ral Communications Define the Audience Define the Objectives Organize the Presentation DefineAnyTechnicalTerms Prepare Presentation Aids Practice The Presentation Online Presentations ManagingYour Communication Skills Toolkit Summary KeyTerms Toolkit Exercises 540 540 541 542 542 543 5+1 5+1 546 546 547 548 550 552 553 555 555 556 556 557 558 562 562 563 564 564 564 565 565 565 566 567 56~ 570 570 572 5n 573 573 573 573 575 575 576 577 578 579 580 Cql~Ti~ 20U C<~ ~ AllRi~ Jt~'fd, Ml~· WI bee~ 0(&111(<,1. ~ d11p~.inwholoIll'i3 fWl.- ~ wtl~nx:i,Vr.s.Wtt(' tir.lpv!)>OC'!II«II m.orboWll'fU1«1 £rvm e:,eelk-o.lk~ t01r('4«(t.), &lic.,rialnvkw hMook(tll(l.llh;,t ·n~· w~ IX'!II«<C Otoe$n1'1 .-n,.n~· llt'!«ttllt q.-util l~"ttin& e•pcno:!>,Jf,(:(Oft(: L<-=c re.e...,~ the :i~10~~l!<.kliD(IO'I.-1OC'!II«<C ll WI)' d~«~ -1 $11bo(qunr;n,;;.fO!riW«~, m;uiro._ 97812851 713·~0_FM.Incld 10 HIS/13 3m PM I
- 15. Table of Contents Toolkit Part B CASE Tools Objectives Introduction Preview Case: MountainView College Bookstore Overview ofCASE Tools CASEToolsHistory The Marketplace for CASE Tools CASETerms and Concepts Repository Individual Tools DEVELOPMENT ENVIRONMENTS Integrated Development Envii"'nmcnu AppUcation Life Cycle Management Environments Prosand Cons ofIntegrated DevelopmentTools CASE Tool Examples VisibleAnalyst Rational S oftware CASEToolTrends New Products and Fcaw res Method-Specific CASE Tools Toolkit Summary KeyTerms Toolkit Exercises Toolkit Part C Financial Analysis Tools Objectives Introduction Preview Case: MountainView College Bookstore Describing Costs and Benefits Cost C lassifications Managing Information S ystems Costs and Charges Benefit Classifications Cost-BenefitAnalysis Video Learning Session: PaybackAnalysis PaybackAnalysis Using a S preadsheet to Comput e PaybackAnalysis Video Learning Session:Retum on Investment Return on Investment Analysis Using a S preadsheet to Comput e ROI Video Learning Session: PresentValueAnalysis Present ValueAnalysis Using a S preadsheet to Calculate PresentValue Toolkit Summary KeyTerms Toolkit Exercises Questions Projects 582 582 583 584 5SS 58S 586 586 586 589 58~ 58~ 5'10 591 5~1 5'n 593 5~4 5~4 595 597 598 600 600 601 602 602 604 605 605 605 606 608 609 610 611 612 612 614 616 617 618 618 618 Toolkit Part D Internet Resource Tools Objectives Introduction Preview Case: MountainView College Bookstore Overview Planning an Internet Research St rategy S tep I, Review Y our J nfonnation Requirements S tep 2. Usc the P roper Search Tools and Techniques S tep 3. E valuate the Resufts S tep 4. Consider Copyright and Data Integrity Issues Search Basics Search Engines S earch Engine Concepts S earchTechniques OnlineTutorials Advanced Search Techniques S earch Chcckl~t Subject Directories A Subject Directory Example Advantagesand Disadvantagesof Subject Directories The InvisibleWeb InvisibleWeb Examples Navigation Tools for the InvisibleWeb Internet Communication Channels S ocial Networking Forums Newsletters, Slogs, P o.dcasu,andWebcasts RSS Feeds Webinars Majling lists Web.Based Discussion Groups Chat Rooms Instant Messaging and Text Messaging Information Technology Community Resources Corporate Resources Govcmment Resourc.es Personal and Profe,ssional Resources Online Learning Resources Toolkit Summary KeyTerms Toolkit Exercises Glossary/Index Cql~Ti~ 20U C<~ ~ AllRi~ Jt~..W. Ml~' WI bee~ 0(&111(<,1, ~ d11p~.inwholoIll'i3 fWl.- ~ wtl~nx:i,Vr.s.Wtt(' tir.lpv!)>OC'!II«II m.orbeWl'ffU1«1 £ rvm e:,eelk-o.lk~ t01r('4«(t.), &lic.,rialnvkw hMook(tll(l.l lh;,t ·n~· w~ IX'!II«<C Otoe$n1'1 .-n,.n~· llt'!«ttllt q.-util l~"ttin& e•pcno:!>,Jf,(:(Oft(: L<-=c re.e. ..,~ the :i~10~~l!<.kliD(IO'I.-1OC'!II«<C ll WI)' d~«~ -1 $11bo(qunr;n,;;.fO!riW«~, m;uiro._ I 97812851713·~0_FM.Incld 11 620 620 62 1 622 622 622 622 623 623 624 625 625 626 627 628 62~ 630 630 632 632 632 633 634 635 635 636 636 637 637 637 638 638 639 641 641 641 642 644 646 647 649 xi HIS/13 3m PM I
- 16. xii PREFACE The Shelly Cashman Series®offers the finest textbooks in computer education. We are proud that our previous editions of Systems Analysis and Design have been so well received by instructors and students. Systems Analysis and Design, Tenth Edition continues with the innovation, quality, and reliability you have come to expect from the Shelly Cashman Series. Overview Systems Analysis and Design, Tenth Edition includes exciting Video Learning Sessions, developed to maximize the learning experience.The Video Learning Sessions combined with the text offer an interactive, multimedia approach to information systems development. Many two- and four-year colleges and schools use this book in information systems, com- puter science, and e-commerce curriculums.The textbook emphasizes the role of the sys- tems analyst in a dynamic, business-related environment. Facing a challenging global marketplace, companies need strong IT resources to sur- vive and compete effectively. Many of today~s students will become the systems analysts, managers, and IT professionals of tomorrow. This textbook will help prepare them for those roles. Using this book, students learn how to translate business requirements into informa- tion systems that support a company's short- and long-term objectives. Case studies and assignments teach analytical and problem-solving skills. Students learn about traditional structured analysis, object-oriented concepts, and agile methods. Extensive end-of-chapter exercises emphasize critical-thinking skills. The Tenth Edition introduces several major new end-of-chapter features, including the Critical Thinking Challenge, a new set of Video Learning Session tasks, a new CASE Tool Workshop, and new Chapter Exercises. This edition also includes significant updates on topics such as cloud computing, Web 2.0, client/server architecture, e-commerce, wireless standards, and much more. Objectives of ThisTextbook Systems Analysis and Design, Tenth Edition is intended for a three credit-hour introduc- tory systems analysis and design course.This textbook is designed to: • Enhance critical thinking skills with the new CriticalThinking Challenge feature at the end of each chapter. The scenario-based tasks and sample answers help students develop perception, organization, analysis, problem-solving, and decision-making skills they can take to the workplace. • Explain systems analysis and design using an appealing full-color format, numerous screen shots and illustrations, and an easy-to-read style that invites students to learn. • Introduce project management concepts early in the systems development process, with a new chapter that explains project management tools and techniques. • Challenge students with a Question of Ethics mini-case in each chapter that asks them to respond to real-life ethical issues in an IT environment. • Provide multi-method coverage, including a comparison of structured, object- oriented, and agile systems development methods. • Explain how IT supports business requirements in today's intensely competitive environment, and describe major IT developments and trends. (.W)Ti/:h20U Cc~ ~ AllRi~ Jt~..W. Ml)' WI be(~ 0(&111(<,1. ~ d11p~. inwholoIll'iJ fW1.- ~ w< l«''n.lnx:i,Vr.s.wooe tir.lpvlyOC'!II«II m.orbeWl'ffU1«1 (n,~~~~ tlcelk-o.lk.nJtlft<bl!f'4«(t.), &liU.1rilliKYkw ha ok(tll(l.llh;,t •n)' W~ QCI!II(tiC Otoe$111'1 a81(riollll)'illf!«ttllt q.-utJI I~"ttiQ£ t <pti!O:C>X, (:(llft(: )Avtq re.e, "~ lbe :ij;tJ;10n:o'JO"'~ lllktitilll'!l!lQO!II(tiC ll WI)'d!«!'t ~qU(tl; ti,;;,~~' m;uifo'A. I 97812851713·~0_FM.Incld 12 1116/13 3m PM I
- 17. Preface Video Learning Sessions Eighteen multimedia Video Learning Sessions describe key systems analysis skills and concepts and provide students with a self-paced, interactive learning tool that reinforces the text. The sessions provide step-by-step explanations that are easy to follow and understand. • The new Training Tasks accompanying each Video Learning Session require soft skills and meta cognition where students must use what they have learned to create training materials for others. xiii • The Your Turn feature accompanying every Video Learning Session challenges e........""'"~...- . . . students to apply their skills and check their work against sample answers. This hands-on practice can help students better handle actual assignments and tasks. • The Video Learning Sessions oifer a self-paced multimedia format that students can review at thei1· convenience. Topics include concepts that students often struggle to understand. Especially in an online environment, a self-paced video can he a welcome learning partner for an individual student. • Topics include DFDs, object-oriented analysis, functional decomposition diagrams, structure charts, data normalization, entity-relationship diagrams, decision tables, financial tools, and project management. • Instructors may use the Video Learning Sessions as classroom presentations, distance-education support, student review tools, and exam preparation. Other New and Updated Features in ThisText Systems Analysis and Design, Tenth Edition offers these exciting new and expanded features: • New Critical Thinking Challenge feature helps students practice critical thinking skills, first by trying Practice Tasks and viewing sample answers, and then by completing the Challenge Tasks.These tasks can help students develop percep- tion, organization, analysis, problem-solving, and decision-making skills that they will need in the workplace. • New set of Video Learning Session Training Tasks provides added value for this key feature, and challenges students to develop training materials in a real-life context. • New CASE Tool Workshop feature focuses on basic CASE skills that students can practice, using Visible Analyst®or another tool. • New end-of-chapter content includes a major revision of Chapter Exercises, Apply Your Knowledge, and all Case Studies. • New coverage of cloud computing, XIeb 2.0, client/server architecture, e-commerce, wireless standards, and much more. • Updated Management Information Systems CourseMate XIeb site for Systems Analysis and Design, Tenth Edition available for a fully digital course solu- tion. CourseMate provides one location for all interactive activities, Video Learning Sessions, and an interactive e-hook. EngagementTracker provides the ability to assess student understanding of concepts through the interactive acttvltles. ('lfl~toj,'k ~(II~ ('(Jiti,Y:(' L(•lllll'<l. ,0.11 R••ac;.er•'td t.hy .,11 N ((Jfd.KMotfd.<.If..tvrlt;v<1. onwt.)l~ noon CWt.- O...oto (I~._ ri;~,_ tlil'dpar1y(l(llllftll lftlYbe!JUil'fl'5l'H from ~~~kook...U...rt<bap~tf11). B.lm,on:j«YI(W loa. .....(m(,J lkJI ~II)· JUN'f~$Sf4 10111(111 ~$ 11"1•Mtn;,ll>'lllf«l lht OT«Jli i(....IIIJUl'fl'k'"V (•llt'U(' I.A...-.: _ , I""ri;lf;II)-~...('ICIOIWI ill any0.fl1!1bHqlll'•l'iJ:tll$ 1'.-i~J ~ui~.. I 9781285171340_FMJndd 13 24101113 8:45 N/1 1
- 18. xiv Preface Organizat ion of ThisTextbook Systems Analysis and Design, Tenth Edition, contains 16 learning units in twelve chap- ters and a four-part Systems Analyst's Toolkit that teaches valuable cross-functional skills. Chapter 1 -Introduction to Systems Analysis and Design Chapter 1 provides an up- to-date overview of IT issues, major trends, and various systems development approaches, including structured, object-oriented, and agile methods.The chapter emphasizes the important role of systems analysis and design in supporting business objectives. Chapter 2- Analyzing the Business Case Chapter 2 offers a business-related starting point for successful systems analysis.Topics include strategic planning, review of systems requests, how to conduct a feasibility study, and the steps in a preliminary investigation. Chapter 3 -Managing Systems Projects Chapter 3 explains project management, cost estimating, and change control for information systems. This chapter includes hands-on skills that systems analysts can use to create Gantt charts and PERT charts. Chapter 4- Requirements Modeling Chapter 4 describes fact-finding techniques and team-based modeling methods, including JAD and RAD, that systems analysts use to model and document a new system. Chapter 5 - Data and Process Modeling Chapter 5 explains how systems analysts create a logical model for the new system by using data flow diagrams and process description tools, including structured English, decision tables, and decision trees. Chapter 6 - Object Modeling Chapter 6 explains object-oriented tools and techniques, including usc case diagrams, class diagrams, sequence diagrams, state-transition diagrams, activity diagrams, and the Unified Modeling Language. Chapter 7- Development Strategies Chapter 7 focuses on software acquisition options, including outsourcing and offshore outsourcing options, application service providers, and other trends that view software as a service rather than a product. Chapter 8 - User Interface Design Chapter 8 highlights output and report design, the interaction between humans and computers, including usability issues, graphical screen design, input issues, and data entry guidelines. Chapter 9- Data Design Chapter 9 describes data design terms, concepts, and skills including entity-relationship diagrams, cardinality, data normalization rules, data warehous- ing, data mining, a comparison of logical and physical records, and data control measures. Chapter 10-System Architecture Chapter 10 explains the elements ofsystem architec- ture, with emphasis on RFID, ERP, supply chain management, client/server architecture, and network topology, including wireless networking standards and trends. Chapter 11 - Managing Systems Implementation Chapter 11 includes coverage of application development and implementation topics, including structure charts, documentation techniques, system testing, user training, data conversion, changeover methods, and post-implementation evaluation. Chapter 12-Managing Systems Support and Security Chapter 12 describes user sup- port, maintenance techniques, and factors that indicate the end of a system's useful life. This chapter explains IT security concepts, techniques, and tools, and specifically addresses six security levels: physical, network, application, file, user, and procedural security. Chapter 12 also describes risk management, data backup and disaster recovery, and explains future chal- lenges and opportunities that IT professionals will face in a dynamic workplace. Toolkit Part A- Communication Tools Part A of the Toolkit describes oral and writ- ten communication tools that can make a systems analyst more effective. Topics include guidelines for successful communications, tips for better readability, how to organize and plan a presentation, effective speaking techniques, and managing communication skills. Toolkit Part B - CASE Tools Part B of the Toolkit focuses on computer-aided soft- ware engineering (CASE) tools that systems analysts use to document, model, and develop information systems. Examples of several popular CASE tools are provided, along with sample screens that show CASE tool features. (.W)Ti/:h20U Cc~ ~ AllRi~ Jt~..W. Ml)' WI be(~ 0(&111(<,1. ~ d11p~. inwholoIll'iJ fW1.- ~ w< l«''n.lnx:i,Vr.s.wooe tir.lpvlyOC'!II«II m.orbeWl'ffU1«1 (n,~~~~ tlcelk-o.lk.nJtlft<bl!f'4«(t.), &liU.1rilliKYkw ha ok(tll(l.llh;,t •n)'W~ QCI!II(tiC Otoe$111'1 a81(riollll)'illf!«ttllt q.-utJI I~"ttiQ£ t <pti!O:C>X, (:(llft(: )Avtq re.e,"~ lbe :ij;tJ;10n:o'JO"'~ lllktitilll'!l!lQO!II(tiC ll WI)'d!«!'t~qU(tl; ti,;;,~~' m;uifo'A. I 97812851713·~0_FM.Incld 14 1116/13 3:o3 PM I
- 19. Preface Toolkit Part C- Financial Analysis Tools Part C of the Toolkit explains various tools that systems analysts use to determine feasibility and evaluate the costs and benefits of an information system. Specific tools include payback analysis, return on investment (ROI), and net present value (NPV). Toolkit Part D -Internet Resource Tools Part D of the Toolkit explains Internet- based information gathering strategies. Topics include search engines, subject directories, the invisible Web, advanced search techniques, Boolean logic and Venn diagrams. This Toolkit Part also discusses social networking, newsgroups, newsletters, blogs, podcasts, RSS feeds, Webinars, mailing lists, Web-based discussion groups, chat rooms, instant messaging, and online learning opportunities. FORTHE STUDENT The Shelly Cashman Series wants you to have a valuable learning experience that will provide the knowledge and skills you need to be successful. With that goal in mind, we have included many activities, games, and learning tools, that we hope you will find interesting, challenging, and enjoyable. For example, because a picture is worth a thou- sand words, each systems development phase begins with an eye-catching Dilbert© car- toon and a multi-color Gantt chart that provides a "You are Here" roadmap. Chapter LearningTools and How They Will HelpYou Dilbert A Dilbert© cartoon introduces each systems development phase. If you've been in situations like these, the cartoon rnay be familiar. If not, you'll be prepared when they do HOW DOES MY PROJECT FIT I NTO OUP. COMPANY'& OVERALL STP.ATEGY? BEATf> M E. 1 DIDN'T EVEN KNOW WE HAD A STP.ATEGY. NEVER ASK A QUESTION YOU DON'T THAT'& ) r--.. happen. Preview Case Each chapter begins with a Preview Case. Within each case, Tina and David show you how they develop a new system for a college bookstore. They discuss key points, and offer a realistic preview. Toolkit Time These notes, appearing in the margins throughout the book, direct you to the Toolkit following Chapter 12, where you can find further information on certain topics. The Toolkit covers communications, CASE tools, financial analysis, and internet resources. I WANT TO HEAR THE ANSWEP.. ) XV Case In Point Each chapter includes four brief cases that focus on key issues. CASE IN POINT A Question of Ethics A realistic ethical issue is presented at the end of each chapter.These examples force you to examine your reactions and how you would respond to common workplace situations. ' Cql~Ti~ 20U C<~ ~ AllRi~ Jt~'fd, Ml)' WI bee~ 0(&111(<,1. ~ d11p~. inwholoIll'i3 fWl.- ~ w< l«''n.lnx:i,Vr.s.Wtt(' tir.lpv!)>OC'!II«II m.orbeW!'fm1«1 £ rvm e:,eelk-o.lk~ eO!~«(•) . &litQria)nvkw hMook(tll(l.l lh;,l •n)·w~ IX'!I1«11 Otoe$n1'1 a81(riollll)'illt'!«ttllt q.-utJI I~"ttin& e<pcno:!>,Jf, (:(Oft(: IA-=c re.e. ..,~ !he :i~10~~l!<.kliti(IO'I.-1QO!I1(tl1 ll WI)'d~«~ -1 $11bo(qunr;n,;;.~~. mwiroit- I 97812851713·~0_FM.Incld 15 1116/13 3:o3 PM I
- 20. xvi Chapter Exercises ApplyYour Knowledge Case Studies CASE Tool Workshop SCR Critical Thinking Challenge VtdC'O Lurmlll S C'uioll P;)yb)tl.: An.1lyus Preface End-of-Chapter Exercises Chapter Exercises Your answers to the ten Questions will show that you understand the key points. Four Discussion Topics and four Projects offer opportunities to dig deeper and learn even more. Apply Your Knowledge Includes four mini-cases focusing on key concepts and skills from the chapter. The cases are brief and to the point, with four tasks for you to perform. Case Studies Includes a Chapter Case, a Continuing Case, and a Capstone Case. You will work on one or more case studies and apply the skills and knowledge you learned in the chapter. CASE Tool Workshop In this hands-on feature, you will use a CASE tool. To perform the tasks, you need access to Visible Analyst ® or a similar tool. MIS CourseMate Online Case Simulation Includes realistic emails, voice mails, and tasks. In this simulation, you act as an entry-level IT team member. You will work with your supervisor and help her develop a new information system. MIS CourseMate Critical Thinking Challenge Allows students to focus on critical thinking skills while considering realistic scenarios and roles a systems analyst may face. You will perform Practice Tasks and check your answers, then work on Challenge Tasks that require critical thinking skills. MIS CourseMate Video Learning II}'Ou h•o>t •11 MISCout•...._. a«-<odt ,,00. Cllll ~ ••t- ll¥tV td.O ~~~~ Soeu - whelp)'Oil II"'C::erltM"d I)'JI~ms d-lop- (Ofl(tpU~nd ,...,m:;,)'Our "-'Ill. Y ou~-1 wAidl tilt HUIOM Oil )'O'I"«<Mp!.Ur Or Mobil doYIC... Ild ~IM,....MIId.<>t <tfl"f '.,d.O U attytifM.TOIOIJ<>ftU.d>e..S c:.o...-wM~tt. tiUM www.«:n~...,._ ,(Of'I'I,JOu - veue• Jwd-.a«01.1nund tiler~ l"tl:llltrdwl>o<lt. Sessions Includes 18 Video Learning Sessions, complete with practice and training tasks. You will learn key skills and concepts by watching these streaming videos on your computer. You can pause, rewind, or replay at any time, and then perform Your Turn tasks to practice your skills. Th4 $4Uiotl <1 ~ p~fbadl -'fW.¥oull .....-,, hC>w ~ taiCIIIn•lhto~k P'rlod for • proJeet..W!ow ~ 1M• 'f"ad>h..t Ul dtl;...,;11• • pt<ljeet'l; plfbadlp.ttiOd Learn It Online MIS CourseMate Learn It Online Includes Chapter Reinforcement Questions, Flash Cards, Practice Tests, and various games, such as Who Wants To Be a Computer Genius?, Wheel ofTerms, and the Crossword Puzzle Challenge. You can use this feature to apply your knowledge and practice your skills. C'oryri~201~ ~1&lUf l.tarttilc. Allki• ~.M.y ..,1 t.(~Klllfl«<.ord1.1rlk.lk'oJ. inw~orill llll.0leto ~~~- ri;~,_ tlil'dpar1ycon1w1 maybelJUR!fl'5l'H fromllw~~kook...U...r((laapttf11), &li1oriltfll¥kwh¥ dttmtd lkll ~19·MQ«S$0HIoonlwt ~ n01-.wrialtyaiT « tthf (l'tffJIIINJt~i"' f-'l'f!Wn.;Jt. Ct~~tlf..-.= _ , '"-' ri;lf;w. _~"' con1w1 ill any0.fl1!1bHqw• riJ:t11$"'~' tfqui"'.._ I 9781285171340_FMJndd 16 1 116113 3:00PM I
- 21. Preface Additional SupportTools These additional tools can enhance your learning experience: GLOSSARY/INDEX This edition of the textbook includes a glossary/index feature to assist your understanding of key terms and phrases, or to use as a quick reference tool. MANAGEMENT INFORMATION SYSTEMS COURSEMATE MIS CourseMate with eBook for Systems Analysis and Design, Tenth Edition keeps today's students engaged and involved in the learning experience. MIS CourseMate includes an integrated, multimedia rich and interactive eBook, along with a variety of interactive learning tools, including quizzes and games, exercises, web links, videos, and other resources that specifically reinforce and build on the concepts presented in the chapter. These interactive activities are tracked within CourseMate's Engagement Tracker, making it easy to assess students' retention of concepts. All of these resources on the MIS CourseMate for Systems Analysis and Design enable students to become more comfortable using technology and help prepare students to use the Internet as a tool to enrich their lives. To sign in to MIS CourseMate www.cengagebrain.com you first must create a student account and then register this book, as described at www.cengage.com/ ctlstudentdownloads. FORTHEINSTRUCTOR The Shelly Cashman Series is dedicated to providing you all of the tools you need to make your class a success. Information on all supplementary materials is available through your Course Technology representative or by calling one of the following telephone numbers: Colleges, Universities, Continuing Education Departments, Post- Secondary Vocational Schools, Career Colleges, Business, Industry, Government, Trade, Retailer, Wholesaler, Library, and Resellers, call Cengage Learning at 800-354-9706; K-12 Schools, Secondary and Vocational Schools, Adult Education, and School Districts, call Cengage Learning at 800-354-9706. In Canada, call Nelson Cengage Learning at 800-268-2222. Instructor Resources The Instructor Resources for this textbook include both teaching and testing aids, and are available for download by logging in at login.cengage.com. The Instructor Resources include: • Instructor's Manual Includes lecture notes summarizing the chapter sections, fig- ures and boxed elements found in every chapter, teacher tips, classroom activities, lab activities, and quick quizzes in Microsoft Word files. • Syllabus Easily customizable sample syllabus that covers policies, assignments, exams, and other course information. Also included is a Microsoft Project file used to create the five Phase Opener Gantt charts.An instructor can use this project file to create a visual syllabus that could include additional tasks, quizzes, and projects. The file also can be used to track class progress through the course. Instructors are welcome to distribute this file to students, and show them how to manage tasks, resources, and deadlines for team projects that might be assigned. • PowerPoint Presentations A multimedia lecture presentation system provides slides for each chapter, based on chapter objectives. • Figure Files Illustrations for every figure in the textbook in electronic form. • Solutions to Exercises Includes solutions for end-of-chapter exercises, including Critical Thinking Challenge Practice and Challenge Task solutions, chapter reinforcement exercises, and extra case studies. Cql~'fi~ 2013 Cc"P#' Ltatttir«. AllRi~ Jt~~. Ml)' WI be.:~ K&111(d. ~ d11p~.inwholoIll'iJ fW1.- ~ w<l«''n.l~:i,Vr.s.Wtt(' tir.lpv!)>OC'!II«II m.orbeW!'fm1«1 £ rvm e:,eelk-o.lk~ (:(b!f!4«1)), G.litorilllnvkwh. ok(t!J(IJ lh;,t •n)' "'~IX!!II(tlt ~!1(11 .-rio~~ll)'3t'l«ttllt q.-utJI I~"ttiQ£ t <pti!O:C>X. (:(llft(: IA-=c re.e, "~ !he :i~10~~l!<.kliti(IO'I.-1QO!II(tlt ll WI)' d~«~-1 $11bo(qunr;n,;;.lOIIi~, m~um: ~ I 97812851713·~0_FM.Incld 17 xvii 1116/13 3:o3 PM I
- 22. xviii Preface • Test Bank & Test Engine Test Banks include 112 questions for every chapter, and feature objective-based and critical thinking question types, page number references, and figure references when appropriate. • Additional Activities for Students The forms that students can use to complete the Case Studies are included. Two additional case studies are also provided for every chapter, to be assigned as homework, extra credit, or assessment tools. Chapter Reinforcement Exercises, which are true/false, multiple-choice, and short answer questions that help students gain confidence in the material learned are included, as are the Your Turn Practice Tasks and sample solutions. • Additional Faculty Files A copy of the powerful CASE tool, Visible Analyst - Student Edition, is provided for instructor evaluation. Several sample solutions to case study tasks also are included.To install this program, you follow a simple registration process that entitles you to use the software and obtain support. Detailed instructions are provided on the Instructor Companion Site. Also included are Word document versions of the e-mail and voice mail messages posted for students on the SCR Web site and the Interview Summaries for the New Century Case Study. SOFTWARE BUNDLING OPPORTUNITIES Systems Analysis and Design, Tenth Edition can be bundled with several popular software programs: • Visible Analyst Student Edition Whether you are designing e-business applica- tions, developing a data warehouse, or integrating legacy systems with new enter- prise applications, Visible Analyst is a valuable software based learning tool that helps students become more marketable with its advanced, affordable, and easy to use modeling capabilities. Visible Analyst was recently awarded the "Best Systems Analysis & Design Modeling Tool" by the Indian Education Ministry. Key users include: Business Analysts who analyze the organization and design of businesses or government departments and assess business models and their inte- gration with technology; other professions that use systems analysis and design methods and techniques include Systems Analysts, Database Engineers, Computer Scientists, and Software Engineers.Visible Analyst is a separate software tool available individually as a Student Edition or as a University Edition with concur- rent floating licenses for college or university computer labs. For more informa- tion about Visible Analyst, please visit: www.visible.com/Modeler/index.htm or contact sales@visible.com. • Microsoft Visio The advanced diagramming tools of Visio 2010 help you sim- plify complexity with dynamic, data-driven visuals and new ways to share on the Web in real time. Start by building your diagram with professional-looking tem- plates and modern, pre-drawn shapes. Then, easily link your diagram to popular data sources (such as Excel). You'll see data automatically refresh right within your diagram, reflected in vibrant visuals such as icons, symbols, colors, and bar graphs. Finally, with just a few clicks, publish your data-linked diagram to SharePoint, and provide access to others on the Web, even if they don't have Visio.Together, simplicity, data-driven shapes, and Web sharing make Visio 2010 one of the most powerful ways to see and understand important information. (.W)Ti/:h20U Cc~ ~ AllRi~ Jt~..W. Ml)' WI be(~ 0(&111(<,1. ~ d11p~. inwholoIll'iJ fW1.- ~ w< l«''n.lnx:i,Vr.s.wooe tir.lpvlyOC'!II«II m.orbeWl'ffU1«1 (n,~~~~ tlcelk-o.lk.nJtlft<bl!f'4«(t.), &liU.1rilliKYkw ha ok(tll(l.llh;,t •n)'W~ QCI!II(tiC Otoe$111'1 a81(riollll)'illf!«ttllt q.-utJI I~"ttiQ£ t <pti!O:C>X, (:(llft(: )Avtq re.e,"~ lbe :ij;tJ;10n:o'JO"'~ lllktitilll'!l!lQO!II(tiC ll WI)'d!«!'t~qU(tl; ti,;;,~~' m;uifo'A. I 97812851713·~0_FM.Incld 18 1116/13 3:o3 PM I
- 23. Preface • Microsoft Project Microsoft® Project 2010 delivers powerful, visually enhanced ways to effectively manage a wide range of projects and programs. From meeting crucial deadlines to selecting the right resources and empowering your teams, Project 2010 offers easier and more intuitive experiences to help you simply be more productive and realize amazing results. AUTHOR'S NOTE As an instructor and a longtime member of the Shelly Cashman Series team, I want this book to be student-friendly, easy to use, and focused on basic skills rather than the latest trend or silver bullet. Our main goal is to help students learn how to perform systems analysis and design tasks. However, most entry-level IT positions are not filled on the basis of technical knowledge alone, because employers can teach new employees much of what they need to know. Instead, companies tend to seek highly motivated candidates with strong com- munication, interpersonal, and critical thinking skills. For that reason, the book offers many features and practice tasks that can help students develop "soft skills" that they can bring to the workplace. To instructors who adopted this book, I know you had many other choices, and I sincerely appreciate your confidence. Together we can make a difference, and provide an outstanding learning experience for our students. Thank you. ACKNOWLEDGMENTS First and foremost, special thanks to Deb Kaufmann, our development editor. Deb's insight and suggestions were extremely valuable.Thanks also to Professor Tim Burns, who teaches at Ramapo College of New Jersey, and to Ron Savilla, my former student at Central Piedmont Community College and a senior network technician. Tim and Ron reviewed the prior edition, and their unique perspectives helped shape the new book. Finally, sincere thanks to the instructors and students who offered feedback and comments. You said you wanted more interactive content and learning tools, updated end-of-chapter material, and several new features. We hope you will continue to offer suggestions, and we certainly will continue to listen carefully. ABOUT OUR COVERS The Shelly Cashman Series is continually updating our approach and content to reflect the way today's students learn and experience new technology.This focus on student success is reflected on our covers, which feature real students from the University of Rhode Island using the Shelly Cashman Series in their courses, and reflect the varied ages and back- grounds of the students learning with our books. When you use the Shelly Cashman Series, you can be assured that you are learning computer skills using the most effective courseware available. Cql~'fi~ 2013 Cc"P#' Ltatttir«.AllRi~ Jt~~. Ml)'WI be.:~ K&111(d.~ d11p~.inwholoIll'iJ fW1.-~ w <l«''n.l~:i,Vr.s.Wtt(' tir.lpv!)>OC'!II«II m.orbeW!'fm1«1 £ rvm e:,eelk-o.lk~ (:(b!f!4«1)), G.litorilllnvkw h. ok(t!J(IJ lh;,t •n)' "'~IX!!II(tlt ~!1(11 .-rio~~ll)' 3t'l«ttllt q.-utJI I~"ttiQ£ t <pti!O:C>X. (:(llft(: IA-=c re.e, "~ !he :i~10~~l!<.kliti(IO'I.-1QO!II(tlt ll WI)'d~«~-1 $11bo(qunr;n,;;.lOIIi~, m~um: ~ I 97812851713·~0_FM.Incld 19 xix 1116/13 3:o3 PM I
- 24. PHASE IlEATS 1'1£. HOW DOES 1'1Y PROJECT FIT I NTO OUI COMPANY'S OVEIALL STIATEGYl ) 1 OION'T EVEN KNOW WE MAO A STRATEGY. ~ r---.. NEVEl ASK A QUESTION IF YOVOON'T WANT TO HEAl THE ANSWEI. THAT'S WHYI NEVEl SAY "MOW AIE Yovl As the Dilbert cartoon suggests, it is always a good idea to know whether a project fits the company's overall strategy.You w ill learn more about the relationship between systems projects and corporate strategies in the systems planning phase. Systems planning is the first of five phases in the systems development life cycle. After an introduction to systems analysis and design, you will leam how systems projects get started, how to evaluate a project proposal to determine its feasibility, and how to use project management tools and techniques.The deliverable for this phase is the preliminary investigation report. • •Syatema ~'tAMing CNj>llt 1: fntlodl(lioft CNjlllt 2·AMI)'IJnV llle su.l'*tC.M Chaplet 3: Me~tng $_ltl..,..P'*b • S~ltm Ana.':r • S~ltm l • • - 0 • • • ~ ~ • If ~ • ~ .§ ® Cql~Ti~ 20U C<~ ~ AllRi~ Jt~'fd, Ml)' WI bee~ 0(&111(<,1. ~ d11p~. inwholoIll'i3 fWl.- ~ wtl~nx:i,Vr.s.Wtt(' tir.lpv!)>OC'!II«II m.orbeW!'fm1«1 £ rvm e:,eelk-o.lk~ t01r('4«(t.), &litQria)nvkw hMook(tll(l.l lh;,l •n)·w~ IX'!I1«11Otoe$n1'1 a81(riollll)'illt'!«ttllt q.-utJI I~"ttin& e <pcno:!>,Jf, (:(Oft(: IA-=c re.e. ..,~ !he :i~10~~l!<.kliti(IO'I.-1QO!I1(tl1ll WI)'d~«~-1 $11bo(qunr;n,;;.fO!riW«~, m;uiro._ 1116/13 9:25AM I
- 25. OBJECTIVES When you finish this chapter, you will be able to: • Describe the impact of information technology • Define systems analysis and design and the role of a systems analyst • Define an information system and describe its components • Explain how to use business profiles and models • Explain Internet business strategies and relationships, including B2C and B2B • Identify various types of information systems and explain who uses them • Distinguish among structured analysis, object-oriented analysis, and agile methods • Explain the waterfall model, and how it has evolved • Discuss the role of the information technology department and the systems analysts who work there Introduction to Systems Analysis and Design Chapte r I is the first of three chapters in the systems planning phase.This chapter describes the role of information technology in today's dynamic business environment. In this chapter,you will learn about the development of information systems, systems analysis and design concepts, and various systems development methods.This chapter also describes the role of the information technology department and its people. The headlines in Figure 1·1 offer dramatic examples of how information technology affects our society. Companies use information as a weapon in the bat· de to increase productivity, deliver quality products and services, maintain customer loyalty, and make sound decisions. In a global economy with intense competition, information technology can mean the difference between success and failure. Five More States Ban - WeChoose? 1 Social Media Explodes! Another for Apple? Run FIGURE 1-1 These headlines show the enormous impact of information technology on our lives. @ Ccnti:te leam.:ng 2014 Cql~Ti~ 20U C<~ ~ AllRi~ Jt~..W. Ml)' WI bee~ 0(&111(<,1. ~ d11p~. inwholoIll'i3 fWl.-~ wtl~nx:i,Vr.s.Wtt(' tir.lpv!)>OC'!II«II m.orbeW!'fm1«1 £ rvm e:,eelk-o.lk~ t01r('4«(t.), &litQria)nvkw hMook(tll(l.l lh;,l •n)· w~IX'!I1«11 Otoe$n1'1 a81(riollll)'illt'!«ttllt q.-utJI I~"ttin& e<pcno:!>,Jf, (:(Oft(: IA-=c re.e. ..,~ !he :i~10~~l!<.kliti(IO'I.-1QO!I1(tl1 ll WI)'d~«~ -1 $11bo(qunr;n,;;.fO!riW«~, m;uiro._ I 97812851713t.O_Cl"()IJnckj 2 1 1811 3 4:02PM I
- 26. Introduction PREVIEW CASE: MountainView College Bookstore Background: Mountain View College is located in New England. The school has grown rapidly and now has 8,000 students at three campuses, each with a branch bookstore. Wendy Lee, manager of college services, is responsible for all book- store operations.Wendy wants a new information system that will increase effi- ciency and improve customer service. As the case begins, Tina Allen, a systems analyst in the college's Information Technology department, is talking with David Conroe. David is majoring in infor- mation systems at Mountain View College and is earning credit toward his degree by working part-time as a student intern. Participants: Location: Project status: Tina and David Tina's office, I 0 a.m., Monday morning, August 19,2013 Initial discussion Discussion topics: Basic systems development concepts Tina: Welcome aboard, David. D avid: I'm glad to be here.Whots on the agenda? 3 Tina: Well,t here's been some talk about a new bookstore information system.Wendy says nothing is definite yet, but she suggested that we should get ready. D avid: Tina: David: T ina: David: Tina: David: Tina: So we start by teaming about the bookstore business? Yes,t he best system in the world isn't worth much unless it supports business and information needs. But let's not get ahead of ourselves. First,we need to talk about business information systems in general. Then we'll build a business model so we can understand the specific operations and processes at the bookstore.We'll also discuss systems analysis and design tools and techniques. Let's start with an over- view of information systems and their characteristics. That makes sense.What about the basic systems analysis techniques you mentioned? On this project,we'll use w hat's called a structured method, which is based on the concept of a systems development life cycle,or SDLC for short.I'll also explain object-oriented and agile methods, and you'll learn about modeling tools and techniques.We'll follow a set of basic system development guidelines as we go along. How does the SDLC work? The SDLC is like constructing a building. First,you would list specific objectives for the project.Then, you might hire an architect to create drawings t hat show the finished building. Later,you'd need detailed blueprints for the construction workers.W hen t he building is done,you would check everything, turn it over to t he new owners, and make sure they're happy with t he results. And that's how we'll develop new information systems? It sure is.We'll use a program called Microsoft Project to create a list of tasks we can work on. • MOUNTAJN VIEW COUEGL .. - INTIIOOUCTIOH TO SYSTPIS.IHALYSISAHODeSIGH t.e.n--..ha ......... I I,.,......~. Jlll'lld... ~..Wf'IIUI~aft I Hli..ii-iSJ-1• h4tMOWt-...fT,...I'I. . .t)1:111aft..."IITFF llll SDt.CctJIJIInd 111:.. ••rasedl•~"tWl~ Onc.r1beflt .,.,• ..,...... -lnll~ • I 1 4 ... • + i • FIGURE 1-2 Typical introductory tasks for systems projects e OJ!i}!te L::!mIll 2011 (W)Ti~ 2013 Cc~ Uamir;J. Allllj~ R~.;_..by WI bte~ KIIQll(d,Ofdllpliul(lj, inwb:(oIll'iapm,~ W<l«''!!.>nxriV!'.s.wooe tintpvly QCI!II(tll !Nl'" Wl'ffUKd (nxn theellwk~ eOI!fi«(t.), &litQria),.;vkw h• o,lc(tll(IJ lhlot fn~· w~ QCI!II«<t~11111 --rial!yaffixtthe q.-utJI I~"ttiu& e<pcrio:'cu,(:(~ IA¥tm:C ~ ..,-a tlJc; rigtt;10~r.o.lditi«<.t(X!(II(tltll lillYd~«~ ~11lbMqutl1iti~:~ ~l'lri~' m;"'iro._ I 97812851713t.O _Cl"()IJnckj 3 1 18113 8:17 PM I
- 27. 4 What Is Information Technology? If you have an MIS CourseMate access code, you can launch interactiveVideo Learning Ses- sions to help you understand systems development concepts and practice your skills.You can watch a session on your computer or mobile device, and pause, rewind, or replay a video at any time.To log on to the MIS CourseMate site at www.cengagebrain.com, you must cre- ate a student account and then register this book. These two sessions include a personal welcome from the author and an introduction to the video learning concept.You'll view sample screens, get a feel for the topics,and see an example of theYour Turn feature that allows you to practice your skills and check your answers. WHAT Is INFORMATION TECHNOLOGY? Information technology (IT) refers to the combination of hardware, software, and services that people use to manage, communicate, and share information. Although fictitious, the bold headlines in Figure 1-1 show the huge impact of IT on our society. More than ever, business success depends on information technology. IT is driving a new digital economy, where advances in hardware, software, and connectivity can pro- vide enormous benefits tO businesses and individuals. Although economic trends affect IT spending levels, most firms give IT budgets a high priority, in good times or bad. The reason is simple - during periods of growth, companies cannot afford ro lag behind the IT curve. Conversely, when the economy slows down, firms often use IT tO reduce operating costs and improve efficiency. The following sections will give you a sense of IT history, an overview of systems analysis and design, and a description of the system analyst's role. Welcome to the 21st Century: The IT journey Continues The history of IT is a fascinating study of human progress and achievement. We are dazzled by the latest and greatest technology, just as our parents and grandparents were astonished by the arrival of television, space flight, and personal computing. It is impor- tant for IT professionals, who live and work in this exciting world, to realize that each technology advance is part of a long-term process that often brings dramatic change, but never really ends. T he srory of IBM is a good example. As its name suggests, International Business Machines was a major supplier of office equipment and typewriters long before the modern computer era. IBM's prede- cessor company was founded in 1896 by Herman Hollerith, who invented a card that identified characters by the location of punched holes. A deck of hundreds, or even thousands of these cards could store data that was easily sorted, queried, and printed by machines. This system sounds archaic today, but punch card technology was a huge advance that revolutionized the business world, and was in use into the 1960s and beyond. After a century of progress, IBM is now a global giant with a half-million employees, numerous patents, and more Nobel Prize winners than any other IT firm. Figure 1-3 shows an employee docking in with a punch card in 1953, and how an employee might dock in today, using a magnetic card linked to a corporate database. Perhaps students 60 years from now will view our current technology the same way we smile at punched cards. Meanwhile, welcome aboard - it will be an interesting ride! <'"''~toj,'k ~(II~ ('(Jiti,Y:(' L(•mll'<l. ,0.11 R • • ac;.er•'td t.hy .,>,t>f((Jfd.KMo tfd.<.lf..turlt;v<1. onwt.)l~no on CWt.- ()!~'"(I(>.,..-.; oo:hls.,._ ..«<I'• W('I)III(m "»~·~ '""""'~:llt4 (,.,n .-~(l.Qo1k~• <(bllpl(fli l B.lm,on:j«YI(W loa. .....(m(,J lkJI ~II)' 'IAN'f~$Sf4 10111( 111 ~$ 11"1•Mtn;,ll>'lllf«l tht OT«Jli i(....IIIJUl'fl'k'"V (•llt'U(' lA¥~ _ , lhct OO:If;llo) ~- l!l.idlltm...(>;)111(111 01 lillY!liD<rl-'llbKOJUI'If;ndib~,.....,......, f<'IIIIJ0 It I 9781285171340_CH01.11ldd 4 118113 4!02 PM I
- 28. What Is Information Technology/ Coming to work in 1953 ... and in 2013 FIGURE 1-3 How times have changed! SystemsAnalysis and Design Systems analysis and design is a step-by-step process for developing high-quality infor- mation systems. An information system combines technology, people, and data to pro- vide support for business functions such as order processing, inventory control, human resources, accounting, and many more. Some information systems handle routine day- to-day tasks, while others can help managers make better decisions, spot marketplace trends, and reveal patterns that might be hidden in stored data. Information systems typically are developed by talented people, including a mix of managers, users, network administrators, Web designers, programmers, and systems analysts. Capable IT professionals like these are always in demand, even in a slow econ- omy. For example, notice how Dell reaches out to candidates on its Web site, as shown in Figure 1-4. ....... • .., Olele• Cll,-WWWOIU .,._ ._ ,.._ Dell Careers Sewell all O.II .Jobl: -· _...,..., -·- ....._........ Dream b g so our customers can dream bigger OICWIC:IJWd 11D .....PIIIlle..CWNI¥1t• ..........(1 .. nr.rt-"Y.. ,.... .._,.,__ a.a..... I ) • < ) FIGURE 1-4 Dell is an example of a firm that invites potential candidates to search for jobs on its Web site. e 2011 t>t: Cql~Ti~ 20U C<~ ~ AllRi~ Jt~'fd, Ml)' WI bee~ 0(&111(<,1. ~ d11p~. inwholoIll'i3 fWl.- ~ wtl~nx:i,Vr.s.Wtt(' tir.lpv!)>OC'!II«II m.orbeW!'fm1«1 £ rvm e:,eelk-o.lk~ t01r('4«(t.), &litQria)nvkw hMook(tll(l.llh;,l •n)·w~ IX'!I1«11 Otoe$n1'1 a81(riollll)'illt'!«ttllt q.-utJI I~"ttin& e <pcno:!>,Jf, (:(Oft(: IA-=c re.e...,~ !he :i~10~~l!<.kliti(IO'I.-1QO!I1(tl1 ll WI)'d~«~ -1 $11bo(qunr;n,;;.fO!riW«~, m;uiro._ I 97812851713t.O_Cl"()IJnckj 5 5 1 18113 4:03PM I
- 29. 6 Information System Components What Does a SystemsAnalyst Do? A systems analyst is a valued member of the IT department team who helps plan, de- velop, and maintain information systems. Analysts must be excellent communicators with strong analytical and critical thinking skills. Because systems analysts transform business requirements into IT projects, they must be business-savvy as well as techni- cally competent, and be equally comfortable with managers and programmers, who sometimes have different points of view, as Dilbert fans already know. Most companies assign .systems analysts to the IT department, but analysts also can report to a specific user area such as marketing, sales, or accounting. As a mem- ber of a functional team, an analyst is berter able to understand the needs of that group and how IT supports the department's mission. Smaller companies often use consultants to perform systems analysis work on an as-needed basis. On any given day, an analyst might be asked to document business processes, test hardware and software packages, design input screens, train users, and plan e-commerce Web sites. A systems analyst also manages IT projects, including tasks, resources, schedules, and costs. To keep managers and users informed, the analyst con- ducts meetings, delivers presentations, and writes memos, reports, and documentation. To learn more about becoming a systems analyst, you should review the last section in this chapter, which lists typical skills and education requirements, certifications, career opportunities, and the impact of future IT trends on systems analysts. CASE IN POINT 1.1: CLOUD NINE FINANCIAL ADVISORS Cloud N ine provides its clients w ith a monthly newsletter that offers recommendations about stocks to buy or sell. Doug Layton, Cloud Nine's president, has asked your opinion on whether dot-com stocks might be good investments for the future. He specifically men- tioned Google, eBay, Amazon.com, andYahoo!, but he said you could suggest other compa- nies. Doug wants you to do some Internet research to learn more about theseWeb-based companies and their future prospects.You can use a search engine, or start by visiting the Web sites of publications such as Forbes, Fortune Magazine, Business Week, or The Wall Street joumal, among others. INFORMATION SYSTEM COMPONENTS A system is a set of related components that produces specific results. For example, specialized systems route Internet traffic, manufacture microchips, and control complex entities like the Hubbell Telescope, which took the amazing image shown in Figure 1-5. A mission-critical system is one that is vital to a company's operations. An order processing system, for example, is mission-critical because the company cannot do business without it. Every system requires input data. For example, your computer receives data when you press a key or click a menu command. In an information system, data consists of basic facts that are the sys- tem~s raw material. Information is data that has been transformed into output that is valuable to users. An information system has five key components, as shown in FIGURE 1-5 Consider the amazing technology that Figure 1-6: hardware, software, data, processes, and people. enabled the Hubbelltelescope to capture this image. Co~newcr f'in: Hutil!l! Hent:.:r:e re:.tn (AURA I S1'Sd /lASA) Cql~Ti~ 20U C<~ ~ AllRi~ Jt~'fd, Ml)' WI bee~ 0(&111(<,1. ~ d11p~. inwholoIll'i3 fWl.- ~ wtl~nx:i,Vr.s.Wtt(' tir.lpv!)>OC'!II«II m.orbeW!'fm1«1 £rvm e:,eelk-o.lk~ t01r('4«(t.), &litQria)nvkw hMook(tll(l.l lh;,l •n)·w~ IX'!I1«11 Otoe$n1'1 a81(riollll)'illt'!«ttllt q.-utJI I~"ttin& e <pcno:!>,Jf, (:(Oft(: IA-=c re.e. ..,~ !he :i~10~~l!<.kliti(IO'I.-1QO!I1(tl1 ll WI)'d~«~-1 $11bo(qunr;n,;;.fO!riW«~, m;uiro._ I 97812851713t.O_Cl"()IJnckj 6 1 18113 4:03PM I
- 30. Information System Components Hardware Hardware consists of everything in the physical layer of the information sys- tem. For example, hardware can include servers, workstations, networks, telecommunications equipment, fiber-optic cables, mobile devices, scanners, digital capture devices, and other technology-based infrastructure. A large concentration of servers working together is called a server farm.As new technologies emerge, manufacturers race to market the innovations and reap the rewards. l HaJdwanl Sclftwanl Dala Procaaaaa Paaple 7 / / s y s T E M / Hardware purchasers today face a wide array of technology choices and decisions. In 1965, Gordon Moore, a cofounder of Intel, predicted that the number of transistors on an integrated circuit chip would double about every 24 months. His concept, called Moore's Law, has remained valid for almost 50 years. Fortunately, as hardware became more powerful, it also became much less expensive. Large businesses with thousands or millions of sales transactions require company-wide information systems and powerful servers, such as those shown in Figure 1-7. FIGURE 1-6 An information system needs these components. eC e11f.;1Ee Le.::r:Ul!t: 201-t Software Software refers to the programs that control the hardware and produce the desired information or results. Software consists of system software and application software. System software manages the hardware components, which can include a single workstation or a global network with many thousands of clients. Either the hardware manufacturer supplies the system software or a company purchases it from a vendor. Examples of system software include the operating system,secu- rity software that protects the computer from intrusion, device drivers that communicate with hardware such as printers, and utility programs that handle specific tasks such as data backup FIGURE 1-7 Server farms provide the enormous power and speed that modern IT systems need. and disk management. System software also controls the flow of eJoy~uvS>"""'""' data, provides data security, and manages network operations. In today's interconnected business world, network software is vitally important. Application software consists of programs that support day-to-day business func- tions and provide users with the information they need. Examples of company-wide applications, called enterprise applications, include order processing systems, payroll systems, and company communications networks. On a smaller scale, individual users can boost productivity with tools such as spreadsheets, presentation software, and data- base management systems. Application software includes horizontal and vertical systems. A horizontal system is a system, such as an inventory or payroll application, that can be adapted for use in many different types of companies. A vertical system is designed to meet the unique requirements of a specific business or industry, such as a Web-based retailer, a medical practice, or an auto dealership. Most companies use a mix of software that is acquired at various times. When plan- ning an information system, a company must consider how a new system will interface with older systems, which are called legacy systems. For example, a new human resources system might need to exchange data with an legacy payroll application. Data Data is the raw material that an information system transforms into useful information. An information system can store data in various locations, called tables. By linking the tables, the system can display the specific information that the user needs - no more, and no less. Cql~Ti~ 20U C<~ ~ AllRi~ Jt~'fd, Ml)' WI bee~ 0(&111(<,1. ~ d11p~. inwholoIll'i3 fWl.- ~ wtl~nx:i,Vr.s.Wtt(' tir.lpv!)>OC'!II«II m.orbeW!'fm1«1 £ rvm e:,eelk-o.lk~ t01r('4«(t.), &litQria)nvkw hMook(tll(l.l lh;,l •n)·w~ IX'!I1«11 Otoe$n1'1 a81(riollll)'illt'!«ttllt q.-utJI I~"ttin& e <pcno:!>,Jf, (:(Oft(: IA-=c re.e. ..,~ !he :i~10~~l!<.kliti(IO'I.-1QO!I1(tl1 ll WI)'d~«~-1 $11bo(qunr;n,;;.fO!riW«~, m;uiro._ I 97812851713t.O_Cl"()IJnckj 7 1 18113 4:03 PM I
- 31. 8 Dept P~Rm Pint N•mt Ml lutNimt l:lp Phont 008 Hltt Datt Jane Doe' Payrol Data Information System Components Y Deduction Code AMount Frequent;¥ FIGURE 1-8 In a typical payroll system, data is stored in separate tables that are linked to form an overall database. eee·*fk "e ~..e:vnrte 201" Figure 1-8 shows a payroll system that stores data in four separate tables. Notice that the linked tables work together to supply 19 different data items to the screen. A user can display any or all data items, and filter the data to fit defined limits. In this example, the user requested a list of employees who live in a certain city and worked more than 40 hours in the last pay period.Jane Doe's name was the first to display. Processes Processes describe the tasks and business functions that users, managers, and IT staff members perform to achieve specific results. Processes are the building blocks of an information system because they represent actual day-to-day business operations. To build a successful information system, analysts must understand business processes and document them carefully. People People who have an interest in an information system are called stakeholders. Stakeholders include the management group responsible for the system, the users (sometimes called end users) inside and outside the company who will interact with the system, and IT staff members, such as systems analysts, programmers, and network administrators who develop and support the system. Cql~Ti~ 20U C<~ ~ AllRi~ Jt~..W. Ml)' WI bee~ 0(&111(<,1. ~ d11p~. inwholoIll'i3 fWl.-~ wtl~nx:i,Vr.s.Wtt(' tir.lpv!)>OC'!II«II m.orbeW!'fm1«1 £ rvm e:,eelk-o.lk~ t01r('4«(t.), &litQria)n vk w hMook(tll(l.l lh;,l •n)· w~IX'!I1 «11Otoe$n1'1 a81(riollll)'illt'!«ttllt q.-utJI I~"ttin& e<pcno:!>,Jf, (:(Oft(: IA-=c re.e. ..,~ !he :i~10~~l!<.kliti(IO'I.-1QO!I1(tl1ll WI)'d~«~-1 $11bo(qunr;n,;;.fO!riW«~, m;uiro._ I 97812851713t.O_Cl"()IJnckj 8 118113 4:03PM I
- 32. Business in the 21st Century Each stakeholder group has a vital interest in the information system, but most experienced IT prokssionals agree that the success or failure of a system usually depends on whether it meets the needs of its users. For that reason, it is essential to understand user requirements and expectations throughout the development process. BUSINESS IN THE 21ST CENTURY To design successful systems, systems analysts must understand a company's business operations. Each situation is different. For example, a retail store, a medical practice, and a hotel chain all have unique information systems requirements. As the business world changes, systems analysts can expect to work in new kinds of companies that will require innovative IT solutions. Business in the 21st century will be shaped by three major trends: rapidly increas- ing globalization, technology integration for seamless information access, and the rapid growth of cloud-based computing and services. All these trends will be Internet- centric, and driven by the immense power of the Web. The Internet Model Internet-based commerce is called e-commerce (electronic commerce) or !-commerce (Internet commerce). Internet-based systems involve various hardware and software designs, but a typical model is a series of Web pages that provides a user interface, which communicates with database management software and a Web-based data server. As Internet-based commerce continues to grow, career opportunities will expand signifi- cantly for IT professionals such as Web designers, database developers, and systems analysts. E-commerce includes two main sectors: B2C (business-to-consumer) and B2B (business-to-business).Within these broad categories, competition is dynamic, extreme, and global. Every day brings new ideas, new players, and new ways to involve customers, suppliers, and hordes of social network participants.The following sections discuss this rapidly changing environment. B2C (Business-to-Consumer) Using the Internet, consumers can go online to purchase an enormous variety of products and services. This new shopping environment allows customers to do research, compare prices and features, check availability, arrange delivery, and choose payment methods in a single convenient session. Many companies, such as airlines, offer incentives for online transactions because Web-based processing costs are lower than traditional methods. By making flight information available online to last-minute travelers, some airlines also offer special discounts on seats that might otherwise go unfilled. B2C commerce is changing traditional business models and creating new ones. For example, a common business model is a retail store that sells a product to a customer. To carry out that same transaction on the Internet, the company must develop an online store and deal with a totally different set of marketing, advertising, and profit- ability issues. Some companies have found new ways to use established business models. For example, eBay.com has transformed a traditional auction concept into a popular and successful method of selling goods and services. Other retailers seek to enhance the online shopping experience by offering gift advisors, buying guides, how-to clinics, and similar features. In thee-commerce battles, the real winners are online consumers, who have more information, better choices, and the convenience of shopping at home. Cql~Ti~ 20U C<~ ~ AllRi~ Jt~'fd, Ml)' WI bee~ 0(&111(<,1. ~ d11p~. inwholoIll'i3 fWl.- ~ wtl~nx:i,Vr.s.Wtt(' tir.lpv!)>OC'!II«II m.orbeW!'fm1«1 £ rvm e:,eelk-o.lk~ t01r('4«(t.), &litQria)nvkw hMook(tll(l.l lh;,l •n)·w~ IX'!I1«11 Otoe$n1'1 a81(riollll)'illt'!«ttllt q.-utJI I~"ttin& e <pcno:!>,Jf, (:(Oft(: IA-=c re.e...,~ !he :i~10~~l!<.kliti(IO'I.-1QO!I1(tl1 ll WI)'d~«~-1 $11bo(qunr;n,;;.fO!riW«~, m;uiro._ I 97812851713t.O_Cl"()IJnckj 9 9 1 18113 4:03PM I
- 33. 10 --- -·....·~- Business in the 2 1st Century B2B (Business-to-Business) Although the business-to-consumer (B2C) sector is more familiar to retail customers, the volume of business-to-business (B2B) transactions is many times greater. Industry observers predict that B2B sales will increase sharply as more firms seek to improve efficiency and reduce costs. Initially, electronic commerce berween rwo companies used a data sharing arrange- ment called electronic data interchange (EDI). EDI enabled computer-to-computer data transfer, usually over private telecommunications lines. Firms used EDI to plan production, adjust inventory levels, or stock up on raw materials using data from another company's information system. As B2B volume soared, company-to-company transactions migrated to the Internet, which offered standard protocols, universal availability, and low communication costs. The main advantage of the Web is that it offers seamless communication between different hardware and sofrware environ- ments, anywhere and anytime. Because it allows companies to reach the global marketplace, B2B is especially important to smaller suppliers and customers who need instant information about prices and availability. In an approach that resembles an open marketplace, some B2B sites invite buyers, sellers, distributors, and manufacturers to offer products, submit specifications, and transact business. Most large firms and government agencies use supply chain management (SCM) sofrware. A supply chain refers to all the companies who provide materials, services, and functions needed to provide a product to a customer. For example, a Sherwin- Williams customer who buys a gallon of paint is at the end of a chain that includes the raw material sources, packaging suppliers, manufacturers, transporters, ware- •e I I ·I I I ll.. lilt I I . It• &. houses, and retail stores. Because SCM is complex and dynamic, specialized sofrware helps businesses manage inventory levels, costs, alternate suppliers, and much more. Figure 1-9 shows a valuable overview of SCM issues that can be downloaded free from SAP, a world leader in corporate sofrware solutions. What's Next? Traditionally, IT companies were identified as product- oriented or service-oriented. Product-oriented firms manufactured computers, routers, or microchips, while service-oriented companies included consultants, ven- dors, software developers, and service providers. Today, those distinctions are gone. Most successful IT companies offer a mix of products, services, and support. Value-added services such as consulting, soft- ware, and technical support often are more profitable than hardware sales. In a striking example of this trend, IBM's 2011 annual report notes that software and services produced more than 80 percent of pre-tax income. Figure 1-10 shows the contrast: Over an 11-year period, hardware and financing profit remained flat, while software and services income more than tripled! FIGURE 1-9 This free publication offers a valuable overview of SCM issues.You can download it at SAP's Web site. These days, with rising fuel prices and an eye on expenses, shopping at home is more popular than ever. The strongest players in this market are called Internet- dependent firms, because their primary business depends e 2CX.'a t.y w JIG Cql~Ti~ 20U C<~ ~ AllRi~ Jt~'fd, Ml)' WI bee~ 0(&111(<,1. ~ d11p~. inwholoIll'i3 fWl.-~ wtl~nx:i,Vr.s.Wtt(' tir.lpv!)>OC'!II«II m.orbeW!'fm1«1 £ rvm e:,eelk-o.lk~ t01r('4«(t.), &litQria)nvkw hMook(tll(l.l lh;,l •n)· w~IX'!I1«11 Otoe$n1'1 a81(riollll)'illt'!«ttllt q.-utJI I~"ttin& e<pcno:!>,Jf, (:(Oft(: IA-=c re.e. ..,~ !he :i~10~~l!<.kliti(IO'I.-1QO!I1(tl1 ll WI)'d~«~ -1 $11bo(qunr;n,;;.fO!riW«~, m;uiro._ I 97812851713t.O_Cl"()IJnckj 10 1 18113 4:03PM I
- 34. Business in the 2 1st Century 20()0"• 2011 S9'*"4 ~Tax tncome• (Snbllons) 0 • 8 - ~ - SoMcoo -Sol- •!U'nol•~ ~ !)No li hoct' ,.,. .... 10w.,..tal:n:lOI'f'a 20 - Earii.daEt!INJwiM ho.te.....•rdn:x~b~k..biMJdOOI'IC& 1 -~~Secl•••P'Tlk-1 I 11Daar*-'".,.,.., 2'n,Ill StiWAOil FIGURE 1-10 IBM's 2011 report shows a dramatic increase in key business segments such as software and services,compared to slow~growth profits from hardware sales and financing. e 11m Ccrpor.tt~n 19'i-', 2012 on the Internet rather than a traditional business channel. At the other end of the scale are traditional businesses, sometimes called brick-and-mortar companies because they conduct business primarily from physical locations. Although they have stores where customers can see and touch the products, most successful brick-and- mortar firms - such as Lowe's, Costco, Target, and Wal-Mart - have expanded their Web-based marketing channels to increase sales and serve customers better.This strat- egy combines the convenience of online shopping and the alternative of hands-on purchasing for those who prefer that option. Figure 1-11 shows several shopping and pickup options that Wal-Mart offers, so customers can choose the method they prefer. Walmart s.-_,u......... FRUSHIPPI G -tdsof-~lfaz> • v-oflho ~ LocoiM - .,..,_ Ree~AY Gillc.. Se•Ait D•p•rtments PI up•-, Sl · - .. ~~~~~~ ................... .-...,,...................,_.-a ........,..,..........,.,.................... _.., ......_.. ...... ~.a: ..._ fltc........, ~... - S..wt Shlfl···· - _ ...dYe!> - Two FreeShipping Services. OneGreat Benefit ~ pickupto<1a ~ sit e to cr •nr Shof Jor lhOU'41 df.01 h mt "lid .-.II dcl ti'IOUl.NICi ~II'J)'OUfilottfrom tht- ll'lOI'e .MIS ltOi1dtJIttJlOift tfWI(. . 'Ishop ~fQrfrt'f:'. <---------------------------------------- > r FIGURE 1-1 1 Wai-Mart enhances a customer's online experience by offering several shopping and pickup options.so customers can choose the method they prefer. e 2012Vv':!LM~trtstcres.l:1t. Cql~Ti~ 20U C<~ ~ AllRi~ Jt~..W. Ml~· WI bee~ 0(&111Cd.~ d11p~. inwholo""i3 IW-~ wtl~nx:i,Vr.s.Wtt(' tir.lpv!)>OC'!II«11 m.orbewwm1«1 £ rvm e:.eelk-o.lk~ t01r('4«(t.), &li1Qrialnvkw hMook(tll(l.llh;,l ·n~· w~ IX'!II«<I Otoe$n1'1 .-n,.n~· llt'!«ttllt q.-utJI I~"ttin& e•pcno:l>o'f.(:(Oft(: L<-=c re.e...,~ the :i~10~~l!<.kliD(IO'I.-1OC'!II«<C ll WI)' d~«~ -1 $11bo(qunr;n,;;.fO!riW«~, m;uiro._ I 97812851713t.O_Cl"()IJnckj II I I 118113 4:03PM I
- 35. 12 Business in the 2 1st Century In addition to physical products, consumers also buy a huge amount of digital content. Firms such as Apple, Amazon, Kindle, Netflix, and many others are fighting for a share of this rapidly growing market. Digital delivery is fast, convenient, and can be consumed on everything from mobile phones to large wall-mounted TVs. The Web makes it possible for businesses to operate 100% online, as virtual companies. Although we take this for granted today, giant companies such as Amazon and eBay could not have existed without the Internet. The Web-based business model also leveled the play- ing field for small firms, so that micro-businesses can reach out to a global marketplace. Just as eBay revived the auction model, the discount coupon business is another example of a traditional marketing method that has taken on new life. One of the best examples is a firm called Groupon, which claims to find daily deals in more than 48 countries. If it knows where you are, Groupon will display local offers and bar- gains, such as the Boston-based ads shown in Figure 1-12. Mr. Appliance RedMm rrom Homt Mertdlans Hair, Fact & Body... ....,.,...,.. ...... Splko's Junltyara DOGS llalltiP..loc:.tiOnl Robin Hocxl Spring FestivaL GuiltOfd Center ~ i'i L---------------------------------------------~ 9 FIG U RE 1-1 2 This Groupon ad showcases local offers and bargains in the Boston area. Cql~Ti~ 20U C<~ ~ AllRi~ Jt~'fd, Ml)' WI bee~ 0(&111(<,1. ~ d11p~. inwholoIll'i3 fWl.- ~ wtl~nx:i,Vr.s.Wtt(' tir.lpv!)>OC'!II«II m.orbeW!'fm1«1 £ rvm e:,eelk-o.lk~ t01r('4«(t.), &litQria)nvkw hMo ok(tll(l.llh;,l •n)·w~ IX'!I1«11 Otoe$n1'1 a81(riollll)'illt'!«ttllt q.-utJI I~"ttin& e<pcno:!>,Jf,(:(Oft(: IA-=c re.e...,~ !he :i~10~~l!<.kliti(IO'I.-1QO!I1(tl1 ll WI)' d~«~ -1 $11bo(qunr;n,;;.fO!riW«~, m;uiro._ I 97812851713t.O_Cl"()IJnckj 12 118113 4:03PM I
- 36. Modeling Business Operations Lowe's Mobile Futures 0 lPhone 0 - - - - . . . - . - . . . . .- - . . . . . . of Android •LAca,_......... ......................... .---·--·--.,..-...._ . ---·-- - ·c......................,........... .........,.__,....._ ...... <----------~------~--------~==- > r FIGURE 1-13 Lowe's offers a mobile app that customers can use to shop online. e 2012lowl:'s With an eye on Groupon's success, many observers predict a huge synergy between mobile computing and location-based marketing, where firms will use global positioning system (GPS) coordinates to tempt travelers with nearby bargains. The winners will be the firms that can offer consumers a portable shopping experi- ence. For example, Figure 1-13 shows how Lowe's is encouraging its customers to download a mobile app that they can use on cell phones and other mobile devices. The MyLowe's on the Go® feature helps customers shop online, create shopping lists, and find local stores. By providing more options, the firm hopes to appeal to more customers. MODELING BUSINESS OPERATIONS Systems analysts use modeling to represent company operations and information needs. Business process modeling involves a business profile and a set of models that document business operations. Business Profiles A business profile is an overview of a company's mission, functions, organization, products, services, customers, suppliers, competitors, constraints, and future direction. Although much of this information is readily available, a systems analyst usually needs to do additional research and fact-finding. A business profile is the starting point for the modeling process. Business Processes A business process is a specific set of transactions, events, and results that can be described and documented. A business process model (BPM) graphically dis- plays one or more business processes, such as handling an airline reservation, filling a product order, or updating a customer account. The sales order example in Figure 1-14 on the next page shows a simple model that includes an event, three processes, and a result. I3 TOOUCJT TIME Business process modeling tools, which are described in Part 8 of the System'sAnalyst's Toolkit,can help you document and describe business operations.To learn more about these tools, tum to Part B ofthe (our-part Toolkit thatfollows Chapter 12. Cql~Ti~ 20U C<~ ~ AllRi~ Jt~..W. Ml)' WI bee~ 0(&111(<,1, ~ d11p~. inwholoIll'i3 fWl.- ~ wtl~nx:i,Vr.s.Wtt(' tir.lpv!)>OC'!II«II m.orbeW!'fm1«1 £ rvm e:,eelk-o.lk~ t01r('4«(t.), &litQria)nvkw hMook(tll(l.llh;,l •n)' w~ IX'!I1«11 Otoe$n1'1 a81(riollll)'illt'!«ttllt q.-utJI I~"ttin& e <pcno:!>,Jf, (:(Oft(: IA-=c re.e...,~ !he fi~10~~l!<.kliti(IO'I.-1QOnl(tiC ll WI)'d~«~-1 $11bo(qunr;n,;;.fO!riW«~, m;uiro._ I 97812851713t.O_Cl"()IJnckj 13 1 18113 4:03PM I
- 37. 14 Event Receive Sales Order AHult Process Check Customer Status Process Verify Customer Credit Business Information Systems - r-.. ,., ..... OoWiftl .._"'.,.,~ o..or.. - ll ..ol.l it Wd A I • .. a >1 < - ¥ .. ,., .. • _....,.. CAS& t oal - 0 7 • ...,......oow - ..,..,...0. $' - -...,.,_ _ ...,., Completed Sales ' - - Process Enter Customer Order Data 0~ FIGURE 1- 14 A simple business model might consist of an event, three processes, and a result. e Cerme l.e:J"'II!!f 2014 FIGURE 1- 15 This sample uses business process modeling notation (BPMN) to represent the same events, processes, and workflow shown in Figure 1· 14. Scn:cmhot used v.'rth permo ssoen fror"'!Vsible Sys'.cmosCOl'f:C~JCn A rough sketch might be sufficient to document a simple business process. For complex models, analysts can choose computer-based tools that use business process modeling notation (BPMN). BPMN includes standard shapes and symbols to repre- sent events, processes, workflows, and more. To create BPMN models, you can use a multi purpose application such as Microsoft Visio or a CASE tool such as Visible Analyst. Notice that the Visible Analyst model in Figure 1-15 uses BPMN symbols to represent the same sales order process shown in Figure 1-14. Also note the drag-and- drop BPMN symbols that are displayed under the menu bar. BUSINESS INFORMATION SYSTEMS In the past, IT managers identified an information system based on its primary users. For example, administrative staff used office systems, operational people used opera- tional systems, middle managers used decision support systems, and top managers used executive information systems. Today, those traditional labels no longer apply. For example, all employees, including top managers, use office productivity systems to do their jobs. Similarly, operational users often require decision support systems to do their Jobs. As busi- ness changes, information use also changes, and now it makes more sense to iden- tify a system by its functions and features, rather than by its users. A new set of system definitions includes enterprise computing systems, transaction processing systems, business support systems, knowledge management systems, and user productivity systems. Cql~Ti~ 20U C<~ ~ AllRi~ Jt~'fd, Ml)' WI bee~ 0(&111(<,1. ~ d11p~. inwholoIll'i3 fWl.- ~ wtl~nx:i,Vr.s.Wtt(' tir.lpv!)>OC'!II«II m.orbeW!'fm1«1 £ rvm e:,eelk-o.lk~ t01r('4«(t.), &li1Qria)nvkwhMook(tll(l.llh;,l •n)·w~ IX'!II«<I Otoe$n1'1 a81(riollll)'illt'!«ttllt q.-utJI I~"ttin& e< pcno:!>,Jf,(:(Oft(: IA-=c re.e...,~ the fi~10~~l!<.kliti(IO'I.-1QOnl(tiC ll WI)'d~«~ -1 $11bo(qunr;n,;;.fO!riW«~, m;uiro._ I 97812851713t.O_Cl"()IJnckj 14 1 18113 4:03 PM I
- 38. Business Infor mation Systems Enterprise Computing Enterprise computing refers to information systems that support company-wide operations and data management requirements. Wal-Mart's inventory control system, Boeing's production control system, and Hilton Hotels' reservation system are exam- ples of enterprise computing systems. The main objective of enterprise computing is to integrate a company's primary functions (such as production, sales, services, inven- tory control, and accounting) to improve efficiency, reduce costs, and help managers make key decisions. Enterprise computing also improves data security and reliability by imposing a company-wide framework for data access and storage. In many large companies, applications called enterprise resource planning (ERP) systems provide cost-effective support for users and managers throughout the com- pany. For example, a car rental company can use ERP to forecast customer demand for rental cars at hundreds of locations. By providing a company-wide computing environment, many firms have been able to achieve dramatic cost reductions. Other companies have been disappointed in the time, money, and commitment necessary to implement ERP successfully. A potential disadvantage is that ERP systems generally impose an overall structure that might or might not match the way a company operates. ERP is described in more detail in Chapter 7, which discusses system development strategies. Because of its growth and potential, many hardware and software vendors target the enterprise computing market and offer a wide array of products and services. For example, in Figure 1-16, Infor cites the Herman Miller furniture company as an example of a firm that used ERP to boost productivity. Transaction Processing Transaction processing (TP) systems process data generated by day-to-day business operations. Examples of TP systems include customer order processing, accounts receivable, and warranty claim processing. TP systems perform a series of tasks whenever a specific transaction occurs. In the example shown in Figure 1-17, a TP system verifies the customer's data, checks the customer's credit status, checks the stock status, posts to accounts receivable, adjusts the inventory level, and updates the sales file.TP systems typically involve large C Enterprise Resource Planning (ERP) . . . ,..,.. .......... ,.. ...... _ .............. 7 , ._.,. ...... - - - Wd •••- ,..• ...._ ~ • .._, .., IU os• ae ,.... tit 9' •:•:.•=:: Cl:t Lf:u•....,•• •••o·a IIC&• ,....._. ,..~ ...,._. ...._r ...,. --- FIGURE 1- 16 lnfor cites Herman Miller Furniture as an example of an ERP solution that boosted productivity. e Copyrrdrt 20ll hfor Cql~Ti~ 20U C<~ ~ AllRi~ Jt~'fd, Ml)' WI bee~ 0(&111(<,1. ~ d11p~. inwholoIll'i3 fWl.- ~ wtl~nx:i,Vr.s.Wtt(' tir.lpv!)>OC'!II«II m.orbeW!'fm1«1 £ rvm e:,eelk-o.lk~ t01r('4«(t.), &litQria)nvkw hMo ok(tll(l.llh;,l •n)·w~ IX'!I1«11 Otoe$n1'1 a81(riollll)'illt'!«ttllt q.-utJI I~"ttin& e<pcno:!>,Jf,(:(Oft(: IA-=c re.e...,~ !he :i~10~~l!<.kliti(IO'I.-1QO!I1(tl1 ll WI)' d~«~-1 $11bo(qunr;n,;;.fO!riW«~, m;uiro._ I 97812851713t.O_Cl"()IJnckj 15 15 1 18113 4:03PM I
- 39. 16 Check Cred~ J Status Check Post to Stock Accounts Status Receivable Adjust Inventory Levels .) Business Information Systems amounts of data and are mission-critical systems because the enterprise cannot function without them. Verily Customer .. ,..,___ Sales Transaction Update Sales File ) TP systems are efficient because they process a set of transaction-related commands as a group rather than individually.To protect data integrity, however, TP systems ensure that if any single ele- ment of a transaction fails, the system does not pro- cess the rest of the transaction. Data Business Support FIGURE 1-17 A single sales transaction consists of six separate tasks. which theTP system processes as a group. Business support systems provide job-related infor- mation support to users at all levels of a company. These systems can analyze transactional data, gener- ate information needed to manage and control busi- ness processes, and provide information that leads to better decision making. The earliest business computer systems replaced manual tasks, such as payroll processing. Companies soon realized that computers also could produce valuable information.The new systems were called management information systems (MIS) because managers were the primary users. Today, employees at a/! levels need infor- mation to perform their jobs, and they rely on information systems for that support. A business support system can work hand in hand with a TP system. For example, when a company sells merchandise to a customer, a TP system records the sale, updates the customer's balance, and makes a deduction from inventory. A related business support system highlights slow- or fast-moving items, customers with past- due balances, and inventory levels that need adjustment. To compete effectively, firms must collect production, sales, and shipping data and update the company-wide business support system immediately. The newest development in data acquisition is called radio frequency identification (RFID) tech- nology, which uses high-frequency radio waves to track physical objects, such as the item shown in Figure 1-18. RFID's dramatic growth has been fueled by major retail- ers such as Wal-Mart, which requires its suppliers to add RFID tags to all items. An important feature of a business support system is decision support capability. Decision support helps users make decisions by creating a computer model and applying a set of variables. For example, a truck fleet dispatcher might run a series of what-if sce- narios to determine the impact of increased shipments or bad weather. Alternatively, a retailer might use what-if analysis to deter- mine the price it must charge to increase profits by a specific amount while volume and costs remain unchanged. Knowledge Management FIGURE 1-18 W ith an RFID tag. items can be tracked and monitored throughout the shipping process. Knowledge management systems use a large database called a knowledge base that allows users to find information by entering keywords or questions in normal English phrases. A knowledge management system uses inference rules, which are logi- cal rules that identify data patterns and relationships. @ 17.1 pn/pl10~tom Cql~Ti~ 20U C<~ ~ AllRi~ Jt~'fd, Ml)' WI bee~ 0(&111(<,1. ~ d11p~. inwholoIll'i3 fWl.- ~ wtl~nx:i,Vr.s.Wtt(' tir.lpv!)>OC'!II«II m.orbeW!'fm1«1 £ rvm e:,eelk-o.lk~ t01r('4«(t.), &litQria)nvkw hMook(tll(l.llh;,l •n)·w~ IX'!I1«11 Otoe$n1'1 a81(riollll)'illt'!«ttllt q.-utJI I~"ttin& e <pcno:!>,Jf, (:(Oft(: IA-=c re.e...,~ !he :i~10~~l!<.kliti(IO'I.-1QO!I1(tl1 ll WI)'d~«~-1 $11bo(qunr;n,;;.fO!riW«~, m;uiro._ I 97812851713t.O_Cl"()IJnckj 16 1 18113 4:03PM I
- 40. Business Infor mation Systems TOSHIBA ,____, .......... _ .. ..,." ~k e ll lOt ca....,~•• ...,...... "-~"·---· ....____._ - Knowt.dge Base Tool-Kno ,,,._.... ...._,___,_,_.__..................- ....c........,......._ ···-···-·....-........_........_ .............._.. ·------- -· . ,, ~ ~- < FIGURE 1- 19 The interactiveToshiba Knowledge Base allows users to search for solutions. e 2012 ic~OOCcrp~.>On Figure 1-19 shows a knowledge management system that Toshiba maintains for its customers and users. After a user enters a symptom, problem, or question, Toshiba's Knowledge Base searches for a solution and displays the results. User Productivity Companies provide employees at all levels with technology that improves productivity. Examples of user productivity systems include e-mail, voice mail, fax, video and Web conferencing, word processing, automated calendars, database management, spread- sheets, desktop publishing, presentation graphics, company intraners, and integrated mobile computing systems. User productivity systems also include groupware. Groupware programs enable users to share data, collaborate on projects, and work in teams. Novell's GroupWise and Google Docs are two popular examples of groupware. When companies first installed word processing systems, managers expected to reduce the number of employees as office efficiency increased.That did not happen, primarily because the basic nature of clerical work changed. With computers perform- ing the repetitive work, office personnel were able to handle tasks that required more judgment, decision-making, and access to information. Computer-based office work expanded rapidly as companies assigned more responsibility to employees at lower organizational levels. Relatively inexpensive hardware, powerful networks, corporate downsizing, and a move toward employee empowerment also contributed to this trend. Today, administrative assistants and company presidents alike are networked, use computer workstations, and share cor- porate data to perform their jobs. Systems Integration Most large companies require systems that combine transaction processing, business support, knowledge management, and user productivity features. For example, sup- pose an international customer makes a warranty claim. A customer service represen- tative enters the claim into a TP system, which updates two other systems: a knowledge management system that tracks product problems and warranty activity, and a quality control system with decision support capabilities. A quality control engi- neer uses what-if analysis to determine if the firm should make product design changes to reduce warranty claims. In this example, a TP system is integrated with a knowledge management system and a business support system with decision support features. Cql~Ti~ 20U C<~ ~ AllRi~ Jt~'fd, Ml)' WI bee~ 0(&111(<,1. ~ d11p~. inwholoIll'i3 fWl.-~ wtl~nx:i,Vr.s.Wtt(' tir.lpv!)>OC'!II«II m.orbeW!'fm1«1 £ rvm e:,eelk-o.lk~ t01r('4«(t.), &litQria)nvkw hMook(tll(l.llh;,l •n)· w~IX'!I1«11 Otoe$n1'1 a81(riollll)'illt'!«ttllt q.-utJI I~"ttin& e<pcno:!>,Jf, (:(Oft(: IA-=c re.e...,~ !he :i~10~~l!<.kliti(IO'I.-1QO!I1(tl1 ll WI)'d~«~ -1 $11bo(qunr;n,;;.fO!riW«~, m;uiro._ I 97812851713t.O_Cl"()IJnckj 17 17 1 18113 4:03 PM I
- 41. 18 W hat Information Do Users Need? WHAT INFORMATION Do USERS NEED? Corporate organizational structure has changed considerably in recent years. In an effort to increase productivity, many companies reduced the number of management levels and delegated responsibility to operational personnel. Although modern organi- zation charts tend to be flatter, an organizational hierarchy still exists in most firms. A typical organizational model identifies business functions and organizational levels, as shown in Figure 1-20. Within the functional areas, operational personnel report to supervisors and team leaders. The next level includes middle managers and knowledge workers, who, in turn, report to top managers. In a corporate structure, the top managers report to a board of directors elected by the company's shareholders. A systems analyst must understand the company's organizational model to recog- nize who is responsible for specific processes and decisions and to be aware of what information is required by whom. Top Managers Top managers develop long-range plans, called strategic plans, which define the com- pany's overall mission and goals. To plot a future course, top managers ask questions such as "How much should the company invest in information technology?" or "How much will Internet sales grow in the next five years?" or "Should the company build new factories or contract out production functions?" Strategic planning affects the company's future survival and growth, including long-term IT plans. Top managers focus on the overall business enterprise and use IT to set the company's course and direction. To develop a strategic plan, top managers also need information from outside the company, such as economic forecasts, technol- ogy trends, competitive threats, and governmental issues. Middle Managers and Knowledge Worker s Just below the top management level, most companies have a layer of middle managers and knowledge workers. Middle managers provide direction, necessary resources, and perfor- mance feedback to supervisors and team leaders.Because they focus on a somewhat shorter Top Managers Middle Managers and Knowledge Workers Supervisors and Team Leaders Operational Employees Organizational Levels IT Production Human Resources Aooounting Sales Business Functions FIGURE 1-20 A typical organizatjonal model identifies business functions and organizational levels. OCc:r1~ l.e:lmrtg 2CIL Cql~Ti~ 20U C<~ ~ AllRi~ Jt~'fd, Ml)' WI bee~ 0(&111(<,1. ~ d11p~. inwholoIll'i3 fWl.- ~ wtl~nx:i,Vr.s.Wtt(' tir.lpv!)>OC'!II«II m.orbeW!'fm1«1 £ rvm e:,eelk-o.lk~ t01r('4«(t.), &litQria)nvkw hMook(tll(l.l lh;,l •n)·w~ IX'!I1«11 Otoe$n1'1 a81(riollll)'illt'!«ttllt q.-utJI I~"ttin& e <pcno:!>,Jf, (:(Oft(: IA-=c re.e...,~ !he :i~10~~l!<.kliti(IO'I.-1QO!I1(tl1 ll WI)'d~«~-1 $11bo(qunr;n,;;.fO!riW«~, m;uiro._ I 97812851713t.O_Cl"()IJnckj 18 1 18113 4:03PM I
- 42. Systems Development Tools time frame, middle managers need more detailed information than top managers, but somewhat less than supervisors who oversee day-to-day operations. For example, a middle manager might review a weekly sales summary for a three-state area, whereas a local sales team leader would need a daily report on customer sales at a single location. In addition to middle managers, every company has people called knowledge workers. Knowledge workers include systems analysts, programmers, accountants, researchers, trainers, human resource specialists, and other professionals. Knowledge workers also use business support systems, knowledge management systems, and user productivity systems. Knowledge workers provide support for the organization's basic functions. Just as a military unit requires logistical support, a successful company needs knowledge workers to carry out its mission. Supervisors and Team Leaders Supervisors, often called team leaders, oversee operational employees and carry out day- to-day functions. They coordinate operational tasks and people, make necessary deci- sions, and ensure that the right tools, materials, and training are available. Like other managers, supervisors and team leaders need decision support information, knowledge management systems, and user productiviry systems to carry out their responsibilities. Operational Employees Operational employees include users who rely on TP systems to enter and receive data they need to perform their jobs. In many companies, operational users also need information to handle tasks and make decisions that were assigned previously to supervisors. This trend, called empowerment, gives employees more responsibiliry and accountabiliry. Many companies find that empowerment improves employee motiva- tion and increases customer satisfaction. SYSTEMS DEVELOPMENTTOOLS In addition to understanding business operations, systems analysts must know how to use a variery of techniques, such as modeling, protoryping, and computer-aided sys- tems engineering tools to plan, design, and implement information systems. Systems analysts work with these tools in a team environment, where input from users, man- agers, and IT staff contributes to the system design. Modeling Modeling produces a graphical representation of a concept or process that systems developers can analyze, test, and modify. A systems analyst can describe and simplify an information system by using a set of business, data, object, network, and process models. A business model describes the information that a system must provide. Analysts also create models to represent data, objects, networks, and other system components. Although the models might appear to overlap, they actually work together to describe the same environment from different points of view. System developers often use multipurpose charting tools such as Microsoft Visio to display business-related models. Visio is a popular tool that systems analysts can use to create business process diagrams, flowcharts, organization charts, network diagrams, floor plans, project tirnelines, and work flow diagrams, among others. Figure 1-21 on the next page shows how you can drag and drop various symbols from the left pane into the drawing on the right, and connect them to show a business process. You will learn about many rypes of models in this textbook, including data flow dia- grams, object diagrams, and entiry-relationship diagrams. Business process modeling is explained in more detail in Part B of the Systems Analyst's Toolkit. 19 P ii·I-}ij:Hiii!IJ The CASE tools in Part 8 of the SystemsAnalyst's Toolkit can help you develop and main. tain complex infor- mation systems.To learn more about these tools, turn to Part 8 of the four· partToolkit that fol· lows Chapter 12. Cql~Ti~ 20U C<~ ~ AllRi~ Jt~..W. Ml)' WI bee~ 0(&111(<,1, ~ d11p~. inwholoIll'i3 fWl.-~ wtl~nx:i,Vr.s.Wtt(' tir.lpv!)>OC'!II«II m.orbeW!'fm1«1 £ rvm e:,eelk-o.lk~ t01r('4«(t.), &litQria)nvkw hMook(tll(l.l lh;,l •n)' w~IX'!I1«11 Otoe$n1'1 a81(riollll)'illt'!«ttllt q.-utJI I~"ttin& e<pcno:!>,Jf, (:(Oft(: IA-=c re.e. ..,~ !he :i~10~~l!<.kliti(IO'I.-1QO!I1(tl1 ll WI)'d~«~-1 $11bo(qunr;n,;;.fO!riW«~, m;uiro._ I 97812851713t.O_Cl"()IJnckj 19 1 18113 4:03PM I
- 43. 20 Systems Development Tools Prototyping --- • • --- . -=- ,:::..;·- • ·- ~=-- ~-- . . It;........... . ..., •.,.,... .. ~oft~ Prototyping tests system concepts and provides an opportunity to examine input, output, and user interfaces before final decisions are made. A prototype is an early working version of an informa- tion system. Just as an aircraft manufac- turer tests a new design in a wind tunnel, systems analysts construct and study information system prototypes. A proto- type can serve as an initial model that is used as a benchmark to evaluate the fin- ished system, or the prototype itself can develop into the final version of the sys- tem. Either way, prototyping speeds up the development process significantly. .,.._...,.... ~o.oo- ..._.. 4 - • ~ ......_rf~twt!loiW. ........ -· ....._ ~- ._- ... ....... FIGURE 1-21 MicrosoftVisio allows you to drag and drop various symbols and connect them to show a business process. A possible disadvantage of prototyp- ing is that important decisions might be made too early, before business or IT issues are understood thoroughly. A pro- totype based on careful fact-finding and modeling techniques, however, can be an extremely valuable tool. Scn:mshot uv.:dwrth p!:m!ISS!OC'I froc"l M,CI'O" ••ch Computer-Aided Systems Engineering (CASE) Tools Computer-aided systems engineering (CASE), also called computer-aided software engineering, is a technique that uses powerful software, called CASE tools, to help sys- tems analysts develop and maintain information systems. CASE tools provide an over- ----------~ all framework for systems ~J~~~~J.;~i! O ~~C development and support a r• wide variety of design method- • 1800 6VISIB~f l~ l q17 1 · 1 Wei- JT ~ ••twprtoa arcliltecD, syse.u ~and 80ftwaR ..._.....,. devot.l to '-mini!. lhattng and -.rdng ...,.red JT ~ --............... 3:eenOtcr te:rr·· .....,.-- ............ FIGURE 1-22 Visible Systems Corporation offers a wide array of software engineering tools. includingVisibleAnalyst. a popular CASE tool. ologies, including structured analysis and object-oriented analysis. Because CASE tools make it easier to build an information system, they boost IT productiv- ity and improve the quality of the finished product. Part B of the Systems Analyst's Toolkit explains how analysts use CASE tools to create business profiles, build business models, and document complex processes. After develop- ing a model, many CASE tools can generate program code, which speeds the implementation process. Figure 1-22 shows the Web site for Visible Systems Corporation, a leading vendor of CASE tools. Cql~Ti~ 20U C<~ ~ AllRi~ Jt~..W. Ml)' WI bee~ 0(&111(<,1. ~ d11p~. inwholoIll'i3 fWl.- ~ wtl~nx:i,Vr.s.Wtt(' tir.lpv!)>OC'!II«II m.orbeW!'fm1«1 £rvm e:,eelk-o.lk~ t01r('4«(t.), &licQria)nvkw hMo ok(tll(l.l lh;,c •n)' w~IX'!I1«11 Otoe$n1'1 a81(riollll)'illt'!«ttllt q.-utJI I~"ttin& e<pcno:!>,Jf,(:(Oft(: IA-=c re.e. ..,~ !he fi~10~~l!<.kliti(IO'I.-1QOnl(tiC ll WI)' d~«~ -1 $11bo(qunr;n,;;.fO!riW«~, m;uiro._ I 97812851713t.O_Cl"()IJnckj 20 1 18113 4:03PM I
- 44. Systems Development Methods 2 1 SYSTEMS DEVELOPMENT METHODS Many options exist for developing information systems, but the most popular alternatives are structured analysis, which is a traditional method that still is widely used, object-oriented (0-0) analysis, which is a more recent approach that many ana- lysts prefer, and agile methods, also called adaptive methods, which include the latest trends in software development. Figure 1-23 provides an overview of the three methods, which are discussed in the following sections. STRUCTURED OBJECT-ORIENTED AGILE/ADAPTIVE ANALYSIS ANALYSIS METHODS Description Modeling too ls Pros Cons Represents the system in terms of data and the processes that act upon that data. System development is organized into phases, with deliverables and milestones to measure progress.T he waterfall model typically consists of five phases. Iteration is possible among the phases, as shown in Figure 1-25 on page 23. Data flow diagrams (DFDs) and process descriptions, w hich are described in Chapter 5. Also, business process modeling,w hich is explained in Part B of the SystemsAnalyst's Toolkit. Traditional method, which has been very popular over time. Relies heavily on w ritten documentation. Frequent phase iteration can provide flexibility comparable w it h other methods.Well-suited to project management tools and techniques. Changes can be costly, especially in later phases. Requirements are defined early, and can change during development. Users might not be able to describe their needs until they can see examples of features and functions. Views the system in terms of objects that combine data and processes.The objects represent actual people, things, transactions, and events, as shown in Figure 1-26. Compared to structured analysis, 0 -0 phases tend to be more interactive. Can use the waterfall model or the model that stresses greater iteration, as shown in Figure 1-27 on page 25. Various object-oriented diagrams depict system actors, methods, and messages, which are described in Chapter 6.A lso, business process modeling, which is explained in Part B of the SystemsAnalyst'sToolkit. Integrates easily with object-oriented programming languages. Code is modular and reusable, which can reduce cost and development time. Easy to maintain and expand because new objects can be cloned using inherited properties. Somewhat newer method might be less familiar to development team members. Interaction of objects and classes can be complex in larger systems. FIGURE 1-23 Comparison of structured, object-oriented,and agile/adaptive development methods. e ce,lfilt.-oe L::!Tnll£wr<~ Stresses intense team-based effort, as shown in Figure 1-28. Breaks development into cycles, or iterations that add functionality. Each cycle is designed, built, and tested in an ongoing process. Attempts to reduce major risks by incremental steps in short time intervals. Tools that enhance communication, such as collaborative software, brainstorming, and w hiteboards. Business process modeling,w hich is explained in Part B of the Systems Analyst's Toolkit, works well w ith agile methods. Very flexible and efficient in dealing with change. Stresses team interaction and reflects a set of community-based values. Frequent deliverables constantly validate the project and reduce risk. Team members need a high level of technical and communications skills. Lack of structure and documentation can introduce risk factors. Overall project might be subject to scope change as user requirements change. Cql~Ti~ 20U C<~ ~ AllRi~ Jt~..W. Ml)' WI bee~ 0(&111Cd.~ d11p~. i11wholo""i3 IW-~ wtl~nx:i,Vr.s.Wtt(' tir.lpv!)>OC'!II«II m.orbeW!'fm1«1 £ rvm e:.eelk-o.lk~ t01r('4«(t.), &litQria)nvkw hMook(tll(l.llh;,l •n)·w~ IX'!I1«11 Otoe$11111 a81(riollll)'illt'!«ttllt q.-utJI I~"ttin& e<pcno:!>,Jf, (:(Oft(: IA-=c re.e...,~ !he :i~10~~l!<.kliti(IO'I.-1QO!I1(tl1 ll WI)'d~«~ -1 $11bo(qunr;n,;;.fO!riW«~, m;uiro._ I 97812851713t.O_Cl"()IJnckj 21 1 18113 4:03PM I
- 45. 22 Systems Development Methods Although most projects utilize one approach, it is not unusual for system develop- ers to mix and match methods to gain a better perspective. In addition to these three main development methods, some organizations choose to develop their own in- house approaches or use techniques offered by software suppliers, CASE tool ven- dors, or consultants. Many alternatives exist, and IT experts agree that no one development method is best in all cases. An approach that works well for one project might have disadvantages or risks in another situation. The important thing is to understand the various methods and the strengths and weaknesses of each approach. Regardless of the development strategy, people, tasks, timetables, and costs must be managed effectively. Complex projects can involve dozens of people, hundreds of tasks, and many thousands of dollars. Project management is the process of planning, scheduling, monitoring, controlling, and reporting upon the development of an infor- mation system. Chapter 3 describes project management tools and techniques in detail. Structured Analysis Structured analysis is a traditional systems development technique that is time-tested and easy to understand. Structured analysis uses a series of phases, called the systems development life cycle (SDLC), to plan, analyze, design, implement, and support an information system. Although structured analysis evolved many years ago, it remains a popular systems development method. Structured analysis is based on an overall plan, similar to a blueprint for constructing a building, so it is called a predictive approach. Structured analysis uses a set of process models to describe a system graphically. Because it focuses on processes that transform data into useful information, struc- tured analysis is called a process-centered technique. In addition to modeling the pro- cesses, structured analysis also addresses data organization and structure, relational database design, and user interface issues. A process model shows the data that flows in and out of system processes. Inside each process, input data is transformed by business rules that generate the output. Figure 1-24 shows a process model that was created with Visible Analyst, a popular software development tool. The model, which represents a school registration system, V't"'t*~ (JI Gl"iTFIAT~PAOCfC)Cj,M('")Ofl Of'nJ ...... v- - _.., - ·- ..._ - _____....;..._______,....,._-:-r:,. Cl.J.J~ w _.,. . .. . ,.,. ' o.,o,_., "' 'IoTti t.. vj ~<t l •• I • I SCHOOl REGISTRATION SYSTEM I STUDENTS OUTPUT ' SlUOEitn REGISTRAT10H --~ INPUT DATA ~ ClASS COURSE DATA REGISTER ROOTERS STUDENTS ~ COURSES FIGURE 1-24 ThisVisible Analyst screen shows a process model for a school registration system.The REGISTER STUDENTS process accepts input data from two sources and transforms it into output data. Scn:ell'.tiO'l uliC<I W".h ~ucn fromVable Syue!"!S Ccq,owcm. Cql~Ti~ 20U C<~ ~ AllRi~ Jt~'fd, Ml)' WI bee~ 0(&111(<,1. ~ d11p~. inwholoIll'i3 fWl.- ~ wtl~nx:i,Vr.s.Wtt(' tir.lpv!)>OC'!II«II m.orbeW!'fm1«1 £ rvm e:,eelk-o.lk~ t01r('4«(t.), &litQria)nvkw hMo ok(tll(l.llh;,l •n)·w~ IX'!I1«11 Otoe$n1'1 a81(riollll)'illt'!«ttllt q.-utJI I~"ttin& e<pcno:!>,Jf,(:(Oft(: IA-=c re.e. ..,~ !he :i~10~~l!<.kliti(IO'I.-1QO!I1(tl1 ll WI)' d~«~ -1 $11bo(qunr;n,;;.fO!riW«~, m;uiro._ I 97812851713t.O_Cl"()IJnckj 22 1 18113 4:03PM I
- 46. Exploring the Variety of Random Documents with Different Content
- 47. Prognosis. lead encephalitis. Bromides and iodides should be given, and the patient placed in quiet surroundings, and fed on light, nutritious diet, and every attempt made to produce elimination of the poison. In the acute attacks vaso-motor spasm is no doubt partially accountable for the symptoms, and various dilators, previously noted in discussing colic, may be made use of, such, for instance, as amyl nitrite, scopolamine, etc., whilst pyramidon, antipyrin, phenacetin, and other similar drugs may be given between the attacks. Under no circumstances should any person who has suffered from encephalitis or other cerebral symptom of lead poisoning be allowed to resume work in a lead industry. The treatment of eye affections in lead poisoning requires little comment, as the essential treatment must be the same as in other cases, mainly devoted towards the elimination of the poison. Attempts may be made to treat paresis of the ocular muscles by means of mild electric currents, but of this we have had no experience. About 50 per cent. of cases of lead amaurosis and amblyopia recover, but a number progress to total and permanent blindness, and prognosis in such cases must always be guarded. —The prognosis of the first attacks of lead poisoning of simple colic or even slight unilateral paresis is good; practically all cases recover under proper treatment. It is unusual for a person to succumb to a first attack of simple colic, or paresis. In most cases the serious forms of poisoning only make their appearance after three or four previous attacks of colic, but a single attack of paresis is much more frequently followed by a severe form of poisoning, such as encephalitis. A limited number of persons are highly susceptible to lead poisoning, and these persons rapidly show their susceptibility when working in a dangerous lead process. Lead poisoning occurring in an alcoholic subject is more likely to result in paretic and mental symptoms than in a person who is not addicted to alcohol, and the prognosis of lead poisoning in an alcoholic is much less favourable than in the case of a normal person. Mental symptoms very rarely follow from a single attack of lead colic, and as a rule do not become established under three or four attacks at least.
- 48. A small number of persons exposed to excessive doses of lead absorption through the lungs develop mental symptoms, such as acute encephalitis, without any prodromal stage. The prognosis in such cases is always exceedingly grave. Sudden generalized forms of paralysis are not common in the early stages, but are invariably of grave import. A few cases of paresis, particularly those of the peroneal type, and affecting the lower limbs, become progressive, and eventually develop into a condition resembling progressive muscular atrophy with spinal cord degeneration. The prognosis of simple colic in women is about as good as for males, but if an attack of abortion is associated with lead poisoning, eclampsia often supervenes and permanent mental derangement may follow. In the dementia associated with lead poisoning the prognosis is not so grave as in other forms of dementia, especially alcoholic, but depression is an unfavourable symptom. The mania of lead poisoning is not so noisy as that of alcoholic mania, but where there is suspicion of alcoholic as well as lead poisoning the prognosis is exceedingly grave. As a rule the prognosis of cases of lead poisoning occurring in industrial conditions is more favourable when colic is a marked feature than when it is absent, and there is no doubt that the prognosis in cases of industrial lead poisoning at the present time is more favourable than it was before the introduction of exhaust ventilation and general medical supervision—a fact no doubt to be explained by the relative decrease in the amount of lead absorbed. REFERENCES. [1] Goadby, K. W.: Journ. of Hygiene, vol. ix., 1909. [2] Hunter, John: Observations of Diseases of the Army in Jamaica. London, 1788. [3] Drissole and Tanquerel: Meillère’s Le Saturnisme, p. 164. [4] Hoffmann: Journ. de Méd., October, 1750. [5] Weill and Duplant: Gazette des Hôpitaux, lxxix., 796, 1902. [6] Briquet: Bull. Thérap., Août, 1857. [7] Peyrow: Thèse de Paris, 1891.
- 49. [8] Stevens: Bulletin of Bureau of Labour, U.S.A., No. 95, p. 138, 1911. [9] Zinn: Berl. Klin. Woch., Nr. 50, 1899. [10] Serafini: Le Morgagni, No. 11, 1884.
- 50. Amount of Lead Fume and Dust in the Atmosphere Breathed. CHAPTER XII PREVENTIVE MEASURES AGAINST LEAD POISONING —Lead fuses at 325° C. and boils at between 1450° and 1,600° C. It is volatile when heated to a cherry-red colour—about 550° C. Experiments[A] carried out in the laboratory of a lead smelting works in London to determine the temperature at which leady fumes rise from the surface of open baths of molten lead, showed that unless pure lead is heated to about 500° C., and at the same time stirred, no appreciable fume comes off, and that from lead, at the same temperature, under ordinary working conditions, little or no lead in the form of oxide passes into the air. From lead that has been unrefined or which contains zinc—that is, lead in the earlier stages of its manufacture (in the reverberatory furnace)—leady fume was not given off at temperatures less than 760° C. even when stirred, because at a temperature of 600° C. the surface of the molten metal became covered with fluid slag, which will not allow any oxide to be given off. Impurities such as tin or antimony prevent the oxidation of molten lead at lower temperatures, and give it a bright, shiny colour. When heated to about 600° C., these impurities form a slag on the surface of the lead containing antimoniates and stannates of lead, which do not evolve lead fumes unless heated to temperatures never likely to be reached in open lead pots. The reason why molten refined lead can give off lead fume more readily than those named is because the oxide formed on the surface is a dry powder and not in the form of slag. Hence, when the bath is stirred, some of the dry oxide is broken up and may rise into the air. When a bath of molten lead is not stirred at all, it can be heated to over 740° C. without
- 51. finding oxide in the air aspirated—a temperature not obtained under ordinary working conditions. [A] In these experiments air was aspirated through an iron funnel having an area of 113 square inches (12 inches diameter), placed at a height of 1¹⁄₂ inches above the molten metal, and connected to an iron tube 3 feet in length and ¹⁄₂ inch in diameter. Inside the iron tube was a glass tube, one end reaching own to the top of the funnel and the other connected with a tube containing pure loose asbestos wool, and continued down to a tightly stoppered bottle holding dilute sulphuric acid. Another glass tube connected this bottle with an aspirator. The asbestos tube was weighed before and after each test, and the asbestos then treated with nitric acid, and the lead determined volumetrically. In none of the tests made was lead found in the bottle containing sulphuric acid. Were there nothing else to consider but escape of lead fume from a pot or bath of molten metal, obviously hooding over of the bath and removal of the fume from the atmosphere of the workroom would be unnecessary until this temperature was reached. Usually, however, the bath is kept standing exposed to the air, and the oxide which forms on the surface has to be skimmed off periodically, and whenever the ladle is emptied a small cloud of dust arises. Or at times, in certain processes, chemical interaction takes place in the bath, as in the dipping of hollow-ware articles previously cleaned in hydrochloric acid, with evolution of fume of volatile chloride of lead. Any vessel, therefore, of molten metallic lead in which skimming is necessary, or in which chemical action gives rise to fume, requires a hood and exhaust shaft, even although the temperature is little, if at all, above the melting-point—unless, indeed, a separate exhaust can be arranged for the removal of the dust immediately above the point where the skimmings are deposited. Of many samples of dust collected in workrooms where there are baths of molten lead, it is impossible to say definitely how much of the lead present is due to fume, and how much to dust. Thus, a person tempering the tangs of files was attacked by plumbism, and a sample of dust collected from an electric pendent directly over the pot, at a height of 4 feet from the ground, was found to contain 15·6 per cent. of metallic lead. Similarly, a sample taken above a bath for tempering railway springs contained 48·1 per cent. metallic lead[1].
- 52. And, again, a sample collected from the top of the magazine of a linotype machine contained 8·18 per cent. Such analyses point to the necessity of enclosing, as far as possible, the sources of danger —either the fume or the dust, or both. Determination of the melting- point of the molten mass will often help in deciding whether there is risk of fume from the pot, and, if there is not (as in the sample of dust from the linotype machine referred to), will direct attention to the sources of dust in the room. Proceeding on these lines, S. R. Bennett[2], using a thermo-electric pyrometer which had been previously standardized and its rate of error ascertained, and checking the results in some cases by a mercury-in-glass thermometer (the bulb of which was protected by metal tubing), determined the temperature of the various pots and baths of molten lead used in the Sheffield district. As was anticipated, temporary cessation of work, stirring up of metal, recoking of furnaces, and other causes, produced fluctuations of temperatures from minute to minute in the same pot, and in its different parts. The compensated pyrometer used gave for file-hardening pots a maximum of 850° C., and a minimum of 760° C., the average mean working temperature being about 800° C. The variations of temperature of lead used for tempering tangs of files and rasps was found to be high, and largely unrestricted from a practical standpoint. The maximum was 735° C., and the minimum 520° C., the average mean working temperature being 650° to 700° C., varying more than this within a few hours in the same pot. Spring tempering is carried out at some comparatively constant temperature between a maximum of nearly 600° C. and a minimum of 410° C., depending on the kind of steel and the purpose for which the steel is to be employed. Generally, the temperature required rises as the percentage of carbon in the steel is diminished. As these baths are larger than file-hardening pots, the temperature range is higher at the bottom than at the top unless well stirred up. Some lead pots are set in one side of a flue, and the temperature in the mass is then greater on the furnace side. From further observation of these pots during experiments, he was inclined to believe that the lead did not volatilize directly into the atmosphere, as heated water does, but that the particles of coke, fused oil, etc.,
- 53. which rise from the surface, act as carriers of the rapidly oxidized lead particles which cling to them. Similar experiments were carried out in letterpress printing works. The average temperature was 370° C. in the stereo pots, and in the linotype pots at work 303° C. Scrap lead melting-pots when hottest registered 424° C., but registered as low as 310° C., according to the amount of scrap added, the state of the fire underneath, etc. The best practical working temperature depends largely on the composition of the metal used. That at some factories is the same for stereo drums as for lino pots—viz., 81·6 per cent. lead, 16·3 per cent. antimony, and 2·0 per cent. tin, added to harden the lead. On the other hand, some printers use a higher percentage of antimony in the lino than in the stereo metal. Lead melts at 325° C., and antimony at 630° C., but by adding antimony to lead up to 14 per cent. the melting-point is reduced at an almost uniform rate to 247° C., after which further addition of antimony raises the melting-point. This explains why temperatures as low as 290° C. are practicable for linotype pots. The molten eutectic has a specific gravity of about 10·5, whereas the cubic crystals average 6·5 only; therefore in these pots the latter float on the top, and excess of antimony is to be expected in the skimmings or on the surface. Administration of certain sections of the Factory and Workshop Act, 1901, would be simplified were there a ready means available for determining the extent of contamination of the air—especially of Section 1, requiring the factory to be ventilated so as to render harmless, as far as practicable, all gases, vapours, dust, or other impurities, generated in the course of the manufacturing process, that may be injurious to health; of Section 74, empowering an inspector to require a fan or other means if this will minimize inhalation of injurious fumes or dust; of many regulations having as their principal object removal of dust and fumes; and of Section 75, prohibiting meals in rooms where lead or other poisonous substance is used, so as to give rise to dust or fumes. Unfortunately, owing to the difficulty hitherto of accurate collection, only a very few determinations of the actual amount of lead dust and fume present in the atmosphere breathed have been made. This lends peculiar value to a series of investigations by G. Elmhirst Duckering, which have
- 54. thrown much light on the amount of lead fume present in the air of a tinning workshop, and the amount of lead dust in the air during certain pottery processes, and the process of sand-papering after painting. Incidentally, also, they help to determine the minimal daily dose of lead which will set up chronic lead poisoning[3]. Aspirating the air at about the level of the worker’s mouth for varying periods of time, he determined the amount of lead in the fume, or in the dust, per 10 cubic metres of air, and from knowledge of the time during which inhalation took place he calculated the approximate quantity inhaled per worker daily. We have summarized some of his conclusions in the table on pp. 204, 205: Duckering’s experiments as to the presence of fumes containing compounds of lead in the atmosphere breathed were carried out in a workshop for the tinning of iron hollow-ware with a mixture consisting of half lead and half tin. The process of manufacture and the main sources of lead contamination in the air (knowledge arrived at from these experiments) are explained on p. 59. As the result of laboratory experiments designed to show the effect of the violent escape of vapour produced below the surface of molten metal in causing contamination of the air, and the nature of the contaminating substances, he was able to conclude that the chemical action of the materials (acid and flux) used, and subsequent vaporization of the products of this action, was a much more important factor than the mechanical action of escaping vapour. Subsequently, experiments carried out on factory premises gave the results which are expressed in the table as to the relative danger, from lead, to (a) a tinner using an open bath; (b) a tinner working at a bath provided with a hood and exhaust by means of a furnace flue; and (c) the nature and extent of air contamination caused by the operation of wiping excess of metal (while still in a molten state) from the tinned article. In all three experiments aspiration of air was made slowly: it was maintained at the rate of 3 to 4 cubic feet an hour in the first experiment for between seven and eight hours; in the second for twenty-eight to twenty-nine hours; and in the third for twenty-four to twenty-five hours. The person engaged in tinning at the open bath was shown to be exposed to much more danger than one working at a hooded bath, while the wiper was exposed to even more danger
- 55. than the tinner using an open bath, since not only was he inhaling fume from the hot article, but also fibre to which considerable quantities of metallic lead and tin adhered. Analysis of samples of dust collected in different parts of the workroom bore out the conclusions derived from analysis of the fumes. Thus, samples collected from ledges at varying heights above the tinning bath containing the mixture of tin and lead contained percentages of soluble lead (lead chloride) in striking amount as compared with samples collected at points in the same room remote from any source of lead fume, while the insoluble lead present, as was to be expected from the fact that it consisted of lead attached to particles of tow floating in the air, was less variable. TABLE XII., SHOWING QUANTITIES OF LEAD (Pb) IN THE ATMOSPHERE AT BREATHING LEVEL. (G. E. Duckering’s Experiments.) Occupation. Present in 10 Cubic Metres of Air (Milligrammes). Estimated Time (in Hours) during which Inhalation took place. Approximate Quantities of Lead (Pb) expressed in Milligrammes inhaled by Worker per Day. Percentage of Lead in Dust. Total Dust. Lead (Pb). (1) (2) (3) (4) (5) (6) Tinner using open bath — 37·79 5¹⁄₂ 10·70 — T Tinner using bath covered by hood, and having fumes — 6·36 5¹⁄₂ 1·80 — T
- 56. exhausted by draught of furnace Wiping off (tinning) — 124·31 5¹⁄₂ 35·20 — 1 Earthenware dipping (pottery) 38 1·80 7¹⁄₂ 0·69 (average of 4 expts.) 8·30 D Earthenware dipping (pottery) 84 6·27 7¹⁄₂ 2·40 (single expt.) 7·42 V China dipping (pottery) 36 2·12 7³⁄₄ 0·83 (average of 4 expts.) 5·43 C Rockingham ware dipping (pottery) 44 2·26 7¹⁄₂ 0·86 (single expt.) 14·37 D
- 57. Earthenware cleaning (pottery) 47 2·29 7¹⁄₂ 0·88 (average of 7 expts.) 5·90 C China ware cleaning (pottery) 123 13·34 6 4·08 (single expt.) 10·85 V Earthenware drying (pottery) 25 2·19 8 0·92 (average of 3 expts.) 8·58 F Earthenware glost placing (pottery) 34 2·08 8³⁄₄ 0·93 (average of 3 expts.) 6·58 China glost placing (pottery) 30 1·08 9 0·50 (single expt.) 3·64 B China glost 21 0·32 9¹⁄₂ 0·16 (single 1·50 O
- 58. placing (pottery) expt.) Majolica- painting of tiles (pottery) 61 9·11 7¹⁄₂ 3·48 (single expt.) 15·00 T Sand-papering and dusting railway coaches - 206 53·70 — — 26·10 P 241 116·10 — — 48·10 R Sand-papering coach wheels - 453 83·10 — — 18·30 A 1343 1025·60 — — 76·40 O Sand-papering motor-car body 600 278·30 — — 46·40 D
- 59. Dust. Sand-papering motor-car wheels - 88 38·70 — — 44·00 W 35 4·70 — — 13·30 S Sand-papering van wheel 494 143·80 — — 29·10 A Burning off old paint 52 3·40 — — 6·50 W —Reference to the table shows that the conditions in the pottery workrooms, as stated in Column 7, are reflected in Columns 3 and 5. Further details from his experiments may be useful. Thus, in a dipping room where low-solubility glaze was in use, the amount of
- 60. lead in the dust collected per 10 cubic metres of air was 0·70 milligramme. The average of four experiments where there were no dipping boards was 1·80 milligrammes, and where dipping boards were used, 3·75; i.e., 1·95 milligrammes of lead in the dust per 10 cubic metres of air is added by the use of dirty dipping boards. As the result of his experiments, Duckering believes that approximately 1·95 milligrammes of lead per 10 cubic metres of air was due to the fine spray given off in the shaking of the ware. In bright sunlight, he says, the spray can be seen dancing high above the dipping tub. In a dipping house where work was done slowly by two occupants only, the proportion of lead in the measured quantity of air was also low— 0·58 milligramme per 10 cubic metres. Where, in the absence of special provision made for admission of fresh air to a fan, the air was drawn from a neighbouring room in which lead processes were carried on, the amount of lead rose to 5·76 milligrammes at the level breathed by the gatherer at a mangle. In ware-cleaning the average of all his observations where lead was used (eleven) was 3·44 milligrammes; and he concluded that “wet cleaning of ware causes less direct contamination of the atmosphere, even where no local exhaust is applied. A still more important result of wet cleaning, however, is that the overalls keep much freer of dust.” The highest results were obtained when the process of ware-cleaning was done outside the influence of the exhaust draught. In one instance, where the ware was cleaned at a distance of 6 feet from the exhaust opening, 13·34 milligrammes per 10 cubic metres of air were found. Subsequently at the same point, after the exhaust system of ventilation had been remodelled, 0·95 milligramme only was present. Even in a stillage room in which no work was done other than the placing on and removal of the boards from the racks, the lead content per 10 cubic metres of the air was 1·08 milligrammes. In glost-placing, the average of four experiments was 1·83 milligrammes—no doubt the result of glaze on the boards. As much as 9·11 milligrammes of lead was found per 10 cubic metres of air in the centre of a large majolica-painting room, with wooden floors and much traffic in it. Wooden floors generally appeared to influence the results, as determinations of the lead present were higher in rooms with them than with tiled floors.
- 61. Local Exhaust Ventilation. In coach-painting the proportion of lead found by Duckering in the air breathed during the actual time of sand-papering explains the severe incidence of poisoning in this class of work. The table shows the amount of lead in the air to be enormous, and in many cases much in excess of the amount found in the air when wiping off in the tinning of hollow-ware. The work of sand-papering is, however, very rarely continuous, the time occupied in it being, for the painter, about one to two hours daily; for the brush hand, two to three and a half hours; and for the painter’s labourer, four to five hours. Knowing intimately the processes at which the estimations recorded in the table were made, the relative frequency of cases of plumbism reported among those employed at them, and the duration of employment prior to attack, we believe that, if the amount of lead present in the air breathed contains less than 5 milligrammes per 10 cubic metres of air, cases of encephalopathy and paralysis would never, and cases of colic very rarely, occur. And this figure is a quite practical one in any process amenable to locally-applied exhaust ventilation. Somewhere about 2 milligrammes, or 0·002 gramme, of lead we regard as the lowest daily dose which, inhaled as fume or dust in the air, may, in the course of years, set up chronic plumbism. —In considering preventive measures against lead poisoning, precedence must be given to removal of fumes and dust by locally-applied exhaust ventilation, as, unfortunately, the wearing of a respirator is neither in itself a sufficient protection, nor, if it were, could the constant wearing of one be enforced. A respirator is of no use against lead fume. In the case of dust, the conditions which it must fulfil to be effective are, first, that the air breathed is freed from dust, and, secondly, that it should not incommode the wearer. Further, it should be simple in construction, easily applied, and allow of frequent renewal of the filtering medium. No existing respirator of moderate price conforms quite satisfactorily with these requirements. The more closely to the face it is made to fit, and the more effectually the air is filtered, the greater is the inconvenience experienced when it is worn. This inconvenience is due to the exertion (showing itself in increase of the respiratory movements and pulse-rate) caused in aspirating the air through the filtering medium, and rebreathing some portion of the expired breath,
- 62. Exhaust by Heat. containing a much greater proportion of carbonic acid gas and of moisture at a higher temperature than are present in fresh air. Respirators, therefore, except for work lasting a short time—half an hour to an hour—cannot be considered an effective or sufficient means of protecting the worker against dust. If a respirator must be worn, the simplest form is a pad of ordinary non-absorbent cotton- wool (absorbent wool quickly becomes sodden and impervious), about 3 inches by 4 inches, placed over the mouth and nostrils, and kept in position by elastic bands passed round the ears. The pad should be burnt after use. With a smooth, impervious floor, however, and ventilation designed to remove the fumes and dust at, or as near as possible to, the point of origin, lead poisoning would become very rare in most of the industries to be described. The essential points of such a system are—(1) The draught or current of air set in motion either by heat or by a fan; (2) the ducts along which the current travels; (3) the hoods or air-guides designed to intercept and catch the fumes and dust at the point of generation; (4) inlets from the outside air into the room to replace continuously the air extracted, and, in many cases, (5) a suitable dust filter or collector. —Processes giving rise to fumes or to dust liberated on stirring or skimming, which can be dealt with by the draught created in the furnace flue or over a bath of molten metal provided with adequate hood and duct up which the heated air travels, are—Smelting, refining, spelter manufacture, and the numerous operations necessitating the melting of lead, such as tinning with a mixture of tin and lead, sheet lead and lead piping, stereo pots in letterpress printing, pattern-making, tempering springs, file-hardening, etc. The dusting of red-hot metallic surfaces, as in vitreous enamelling, might possibly also be dealt with in the same way. The disadvantage of the exhaust by heat is the uncertainty and inequality of the draught, and the size of the duct necessary to cope with the volume of rarefied air from above the molten vessel. The closer the hood is brought down over the point where the fumes escape, the less risk is there of cross-currents deflecting them into the workroom. Hence all baths of molten metal should have the
- 63. sides and back closed in, leaving as small a space open in front as is practicable in view of necessary skimming or other operations. In the case of tinning baths, Duckering[4] describes completely successful results when from the top of the hood a shaft at least 24 inches in diameter was carried vertically upwards into the open air to a height of 18 feet, and the top of the shaft fitted with a wind screen in the form of a very large cone, having its lower edge below the upper edge of the shaft, and its nearest point at least 8 inches from the top of the shaft. Smoke produced in large quantity at any point 6 inches outside the front of the hood was entirely drawn into it. As, however, the inrush of air caused an eddy of the fumes at the upper edge of the opening, the edges of the hood were turned inwards, so that the operation of wiping was done in a sort of short tunnel. In general, it may be said that the diameter of pipes leading from hoods to the outer air (on the efficacy of the draught in which success depends) is much too small. Frequently mere increase in size will convert an indifferent draught into a good one. The height of the hood also—i.e., the distance between its lower border and the point where it joints the duct—is of importance. The shorter this distance is, the less serviceable does it become for the removal of fume. Indeed, it may even retain the fume which, were the hood not present, would rise to the roof. Sometimes safety is increased by making the hood double, leaving a space between the two sheets, and so concentrating the draught at the centre and at the margin. With a fan, ducts of less diameter can be used than when dependence is placed on heat alone. A duct carried into a chimney- stack has the advantage of dispersing the fume at a safe distance from the workroom. The variableness of the draught produced by heat makes it unsuitable for removal of dust, except such as arises from skimming. The receptacle for the skimmings should always be kept inside the canopy of the hood. We have, however, seen the dust given off in the heading of yarn dyed with chromate of lead successfully carried away under hoods connected up by branch ducts with the main chimney-stack.
- 64. Exhaust by Fans. Fig. 1.—Davidson’s Sirocco Propeller Fan. —The draught for removal of dust, and frequently also of fumes, is produced by a fan, of which there are two types: (1) low-pressure volume fans and (2) high-pressure centrifugal fans. In the first the draught is created by the rotation of a wheel with inclined vanes, causing the air to be driven transversely through the wheel parallel to the axis of rotation (Fig. 1). During a revolution a portion of the air is cut off from one side of the wheel, and transferred through the wheel to the other. Such fans are light, run easily, and are cheap. They are of many forms, both with regard
- 65. to the number of blades—from two to eight—and general manner in which they are arranged. Some closely resemble the screw-propeller of a ship, while others have blades turned over and fastened on an outer rim. Their main defect is inability to overcome any but slight resistance in the course of suction behind, as from constriction in, or friction along the sides of, the ducts and right-angled bends, or of outflow in front, as from wind-pressure. Under favourable conditions, however, and when carefully fitted, a volume fan will exhaust dust and fumes through a system of ducts several feet in length, as, for example, from mono and linotype machines and electro melting-pots in letterpress printing works. But, in order to avoid resistance from friction, the ducts have to be somewhat larger in diameter than when a centrifugal fan is used. With nine[A] linotype machines connected up to a 14-inch propeller fan, the branch ducts should be about 4 inches in diameter, and the main duct 12 inches, increasing from 12 to 15 inches within 2 feet of the fan-box. The shorter and straighter the course of the duct to the propeller fan, the more efficiently it works. Wind-guards are necessary to overcome resistance from this source in front, but their position requires to be carefully considered, so as to prevent the screen itself crippling the outflow. [A] If gratings are also inserted in the same duct for general ventilation the number of machines must be decreased pro ratâ. All fans require frequent cleaning, and in this respect propeller fans have the advantage over centrifugal, in that they are usually more accessible.
- 66. Centrifugal Fans. Fig. 2.—Davidson’s Dust Centrifugal Fan. —Generally, in the removal of dust, a strong suction has to be set up in a system of narrow ducts by means of a centrifugal fan—i.e., a fan-wheel formed by a number of vanes attached to an axle mounted in a spiral-shaped casing—so that when the wheel rotates air is carried along by the vanes, and flies off tangentially into the space between the blades and the casing, and thence to the outlet (Fig. 2). The air inlet or junction of the fan with the exhaust duct is at the centre of the fan, an arrangement by which the kinetic energy created by the rapid motion of the air leads to increase of draught instead of being wasted in production of eddies in the surrounding spaces. They are made in many different patterns, according to the nature of the work to be done. Their
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